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TEST
each of the four sub-tests. Scores are considered valid for two years
The OET Centre does not currently set a limit on the number of
times a candidate may present for testing. Many candidates may
re-s it the sub-tests for which they do not obtain a satisfactory grade
All four language skills are tested -listening, reading, writing and
speaking- with an emphasis on contextualised communication
for professional purposes. The Speaking and Writing sub-tests are
specific to each profession, while the Listening and Reading sub-tests
are common to all candidates.
Security
Test materials are sent to test venues by secure courier. All staff
involved in administering the test sign a confidentiality agreement.
All test materials are returned to the OET Centre in Melbourne by
secure courier and accounted for.
The OET uses a secure test bank from which materials are selected
for each administration. The only past test materials available are
Administrators
are developed for the OET Centre by staff at the Language Testing
carry out the analysis oftest data. From time to time specialist test
Co-ordinators check that all standards required by the OET Centre are
Writing and Speaking materials for the test are written in consultation
with clinical educators for individual professions or with experienced
practitioners.
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Assessment
Registration procedures
online by credit card. When applying, candidates must also give the
methodology.
exact details of the identity document they will provide when sitting
the test. The OET Centre only accepts passports as proof of identity
but makes an exception for candidates with a national identity
card, provided they are sitting the test in the country that issued it.
Candidates undergo a rigorous 10 check upon initial registration on
the test day and before each sub-test. The 10 check procedures have
DIAC approval.
are double-marked.
are provided two weeks prior to the day of the test. Candidate
information, including photo and identity document number, is sent
and scan 3-4 short texts (a total of about 650 words) related to a
single topic and to complete a summary paragraph by filling in the
missing words.
Special provision
Candidates with special needs are provided for. Specifications for test
test venues must comply with local requirements for meeting the
needs of people with disabilities.
The OET Centre makes all reasonable arrangements to accommodate
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Listening Sub-test
The Listening sub-test consists of two parts: a recorded, simulated professional-patient
consultation with note-taking questions (Part A], and a recorded talk or lecture on a
health-related topic with short-answer/note-taking questions (Part B), each about
15 minutes of recorded speech. A set of questions is attached to each section and
candidates write their answers while listening. The original recording is edited with
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Reading Sub-test
The Reading sub-test consists of two parts:
Part A is a summary reading task. This requires candidates to skim and scan 3-4 short
texts (a total of about 650 words) related to a single topic and to complete a summary
paragraph by filling in the missing words. Candidates are required to write responses
for 25-35 gaps in total, within a strictly monitored time limit of 15 minutes.
Part A is designed to test the reader's ability to source information from multiple texts,
to synthesise information in a meaningful way and to assess skimming and scanning
ability under a time limit.
In Part B candidates are required to read two passages (600-800 words each) on
general medical topics and answer 8-10 multiple choice questions for each text (a total
of 16-20 questions) within a time limit of 45 minutes.
Part B is designed to test the reader's ability to read in greater detail general and
specific information for comprehension.
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Writing Sub-test
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The Writing sub-test usually consists of a scenario presented to the candidate which
requires the production of a letter of referral to another professional. The letter
must record treatment offered to date and the issues to be addressed by the other
professional. The letter must take account of the stimulus material presented.
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The body of the letter must consist of approximately 180-200 words and be set out
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Speaking Sub-test
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Writing
test, the item-level data are analysed using OUEST for overall internal
consistency and item quality. Again, any items found to be performing
on the other sub-tests. The Writing and Speaking sub-tests are each
graded against five criteria; each criterion has six grade levels, 1-6,
with level 6 representing a very strong response.
Band cut-scores (i.e., the boundaries between the band scores) are
re-set for the Listening and Reading sub-tests at every administration
regardless of whether they are new tests, re-constituted tests using
Speaking
London: Longman.
*2: Linacre, J. [ 1989] FACETS: a computer program for many-faceted Rasch measurement. Chicago: MESA Press.
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General
Think about how best to organise your letter before you start
writing
Use the space provided to plan your letter (though a draft is not
compulsory)
Fill in the cover pages for the task booklet and the answer
booklet correctly
Don't
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Check for any simple grammar and spelling errors that you may
have made
E1 oss Otlt clearly anything you do not want the assessors to read
Appropriateness of language
including the use of appropriate vocabulary and tone in the response, and whether it is organised appropriately
Comprehension of stimulus
including whether the response shows you have understood the situation and provided relevant rather than unnecessary information to
your reader
Appropriateness of language
Organise the information clearly- the sequence of information in the
case notes may not be the most appropriate sequence of information
for your letter.
Highlight the main purpose of your letter at the start- this provides
the context for the information you include.
Be clear about the level of urgency for the communication.
Always keep in mind the reason for writing- don't just summarise the
case notes provided.
Focus on important information and minimise incidental detail.
If it will help, be explicit about the organisation of your letter: e.g.,
'First I will outline the problems the patient has, then I will make some
suggestions for his treatment'.
Consider using dates and other time references (e.g., three months
later, last week, a year ago) to give a clear sequence of events where
necessary.
'u'] .
Give the correct salutation: if you are told the recipient's name and
title, use them.
Show awareness of your audience by choosing appropriate words
and phrases: if you are writing to another professional, you may use
technical terms and, possibly, abbreviations; if you are writing to a
parent or a group of lay people, use non-technical terms and explain
carefully.
Comprehension of stimulus
Demonstrate in your response that you have understood the case
notes fully.
Be clear what the most relevant issues for the reader are.
Don't let the main issue become hidden by including too much
supporting detail.
Show clearly the connections between information in the case notes
if these are made; however, do not add information that is not given in
the notes (e.g., a suggested diagnosis). particularly if the reason for
the letter is to get an expert opinion.
Take relevant information from the case notes and transform it to fit
the task set.
If the stimulus material includes questions that require an answer
in your response, be explicit about this- don't 'hide' the relevant
information-in a general summary of the notes provided.
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Show that you can use language accurately and flexibly in your
writing.
Make sure you demonstrate a range of language structuresuse complex sentences as well as simple ones.
Split a long sentence into two or three sentences if you feel you are
losing control of it.
Review areas of grammar to ensure you convey your intended
meaning accurately- particular areas to focus on might include:
articles- a/an, the (e.g., 'She had an operation.', 'on the internet')
prepositions following other words (e.g., 'Thank you very much tesee for seeing .. .', 'sensitivity ef to pressure', 'my examination aft
ofthe patient', 'diagnosed with cancer')
passive forms (e.g., 'The J3atieAt she~:~ lei aelviseel te rela><', 'HeiA't'eiveel iA aA aeeieleAt.' for 'He was involved in an accident.')
Make sure poor handwriting does not confuse the reader over spelling
and meaning.
Write legibly so the assessor can grade your response fairly using the
set criteria.
number agreement, e.g. 'The test result shows that .. .', 'There is
no evidence .. .', 'He lives .. .', 'one of the side effects'
complete sentences, i.e., the main clause includes 'subject
and verb', e.g., 'OA eMaFAiAatieA she,.,.eef tl'tat .. .'should be
'Examination showed that .. .' or 'On examination it was found that
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Writing sub-test
Practice test #1
Please print in BLOCK LETTERS
Candidate number
I I I 1-1
I I 1-1
I I I
Family name
Other name(s)
City
Date of test
Candidate's signature
YOU MUST NOT REMOVE OET MATERIAL FROM THE TEST ROOM.
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PHARMACY
READING TIME: 5 MINUTES
WRITING TIME: 40 MINUTES
Read the case notes and complete the writing task which follows.
UMiJJ
You are a pharmacist in a rural community pharmacy. A teacher at the local primary school approaches you about an
outbreak of head lice at the school. She asks you to write a letter to parents educating them about head lice. The teacher
explains that parents are either not detecting the head lice or not telling the school when their child has head lice.
Presentation:
Eggs (nits) noticed attached to the hair or problem itching of the scalp and nape of
the neck.
Possibly excoriations and papules around the occiput and nape, and
lymphadenopathy with or without secondary bacterial infection.
Method:
Apply generous amount hair conditioner to dry hair; stuns lice for approx 20 mins.
Wet comb hair with fine-toothed comb {'nit combs' available pharmacies).
Detangle hair, divide into 3-4cm sections, comb each.
Wipe comb on paper towel, check for lice and nits. Repeat twice for diagnosis.
Treatment:
Approx 40% success rate from wet combing every day for 10 to 14 days until no
lice found.
Topical insecticides. Currently recommended products:
Maldison
(Malathion)
Permethrin
Pyrethrins
OR
2
OR
All lice treatments should be repeated after 7 to 10 days, verified next day by
conditioner and combing method.
Between treatments use combing method twice; remove all eggs (< 1.5cm from
scalp) with lice comb or fingernails. May contain viable larvae.
Wet comb weekly for several weeks after cure to detect recurrence.
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A
1
OR
B
Trimethoprim + sulfamethoxazole (child: 2+ 1Omglkg up to) 80+400mg orally, 12-hourly
for 3 days. Repeat after 10 days.
NB: effectiveness of trimethoprim+sulfamethoxazole thought to be due to the
destruction of symbiotic bacteria in the gut of the lice.
Writing task:
Using the information provided, prepare a letter for parents at the local school, Riverside Primary School, educating them
about head lice and ways of treating them. Start the letter 'Dear Parent'.
In your answer:
Expand the relevant notes into complete sentences
Do not use note form
Use letter fonnat
The body of the letter should be approximately 180 - 200 words.
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PHARMACY
LETTER
Parents
Riverside Primary School
10.03.10
Dear Parent
Head lice have been found on a number of children at school. These small insects are common and do not indicate poor
hygiene. They live on the human scalp and lay eggs (nits) on the hair, close to the scalp. People can catch head lice by
direct head-to-head contact.
A common symptom is itching and the easiest way to confirm head lice is to see a moving louse on the scalp. To treat
initially, apply a large amount of any conditioner to dry hair, then section and comb the hair thoroughly with a fine-tooth
comb. Comb each section of hair twice, wiping the comb onto a paper towel and checking each time. The conditioner
stuns the lice allowing them to be combed out. This process should be repeated at regular intervals.
Sometimes repeated wet combing will eradicate head lice, but often it is necessary to treat with chemicals, such as
maldison or permethrin. Suitable products are available at the pharmacy. It is important that the school and other contacts
are notified. It is important to wash pillowcases, brushes and combs in hot soapy water and not to blow-dry hair.
All treatments must be repeated after 7 to 10 days. Wet combing should be performed the day after each treatment,
and weekly for several weeks. If there are still lice after this, you can repeat treatments or see the pharmacist for another
product.
Regards
Pharmacist
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Writing sub-test
Practice test #2
Please print in BLOCK LETTERS
Candidate number
I I I
1-1
I I 1-1
I I I
Family name
Other name(s)
City
Date of test
Candidate's signature
YOU MUST NOT REMOVE OET MATERIAL FROM THE TEST ROOM.
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PHARMACY
READING TIME: 5 MINUTES
WRITING TIME: 40 MINUTES
Read the case notes and complete the writing task which follows.
I~M4J
Today, 1 March 2010, Mrs Daniels, a 78-year-old customer, has come to your community pharmacy asking for something
to treat an itchy rash which has been troubling her for the past few days. The rash is quite evident, consisting of large,
raised areas which are not red, except where Mrs Daniels has recently scratched them. The rash is mainly on her trunk
with some involvement of the upper arms and legs. Mrs Daniels mentions that she has not been gardening, is not prone
to rashes, and has no idea about the cause of the rash. When questioned, she says that she has not changed her diet or
used different washing powders, soaps, deodorants or perfumes in the last few months.
You note that Mrs Daniels started taking a recently released ACE inhibitor, 'Drug X', about two weeks ago after suffering
side effects with verapamil, which she was taking for hypertension.
'Drug X'
lndapamide
Verapamil
Nitrazepam
5mg
2.5mg
80mg
5mg
1bd
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Description:
'Drug X' is a highly specific competitive inhibitor of angiotensin I converting enzyme, the enzyme responsible
Pharmacology:
The mechanism of action of 'Drug X' has not yet been fully elucidated; however, it appears to
lower blood pressure through suppression of the renin-angiotensin-aldosterone system. This
results in a decrease in angiotensin II, subsequent to ACE inhibition, and an increase in plasma
renin activity.
Indications:
Hypertension
Cardiac failure
Warnings:
Precautions:
Adverse Reactions:
Presentation:
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You suspect an ADR (adverse drug reaction) to the ACE inhibitor and decide on the following course of action:
Writing task:
Write a letter to the Registrar of the Adverse Drug Reactions Data Bank, reporting the suspected ADR and all relevant
information.
In your answer:
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1i'
PHARMACY
LETTER
1 March 2010
The Registrar
Adverse Drug Reactions Data Bank
PO Box 112
Centreville
Dear Sir/Madam
I am a pharmacist in community practice. I am writing to report what appears to be an adverse drug reaction to the ACE
inhibitor, 'Drug X'.
Earlier today, a customer of mine, Mrs Daniels, sought treatment for a troublesome rash. The rash had been apparent for
two or three days and is severely pruritic; it is macro-papular in appearance. It is mainly located on her trunk, with some
patches on the upper limbs.
I noted that Mrs Daniels had commenced therapy on 'Drug X' on 17 February 2010. She is taking the Smg tablets twice
daily.
Mrs Daniels could offer no explanation for her rash and mentioned that she had not been in contact with anything she
believed could have caused it. She has not changed her diet in any way, nor used any new personal products, such as
washing powders, soaps, deodorants or perfumes. It is therefore possible that Mrs Daniels could be suffering an adverse
drug reaction to the tablets.
In addition to advising your office, I have notified Mrs Daniels' doctor and recommended that she visit her as soon as
possible. Her doctor is Dr J Sotto of Newtown.
Yours faithfully
Pharmacist
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Writing sub-test
Practice test #3
Please print in BLOCK LETTERS
Candidate number
I I I 1-1
I I 1-1
I I I
Family name
Other name(s)
City
Date of test
I!
Candidate's signature
YOU MUST NOT REMOVE OET MATERIAL FROM THE TEST ROOM.
!I
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PHARMACY
READING TIME: 5 MINUTES
WRITING TIME: 40 MINUTES
Read the case notes and complete the writing task which follows.
You are a pharmacist in a community practice. Recently (3 February 201 0) you dispensed a prescription for 'Drug X' for
Mrs Ellen White.
Mrs White brought the medication back to the pharmacy shortly after it was dispensed because it was out of date. The
manufacturer's expiry date on the cardboard carton was 'December 2009'. You apologised, and immediately replaced it
with current stock from your shelves. However, Mrs White said that she would complain to the Pharmacy Board about the
incident.
The Pharmacy Board is the authority which registers and administers affairs regarding pharmacists in the state in which
you live. Its role is to ensure safety and fairness for the public. Complaints against pharmacists are directed to the Board.
In your logbook you wrote these notes for 3/2/1 0.
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You have received the following letter from the Pharmacy Board.
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Pharmacist
City Pharmacy
6 Main Road
Newtown
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10 February 201 0
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Dear Pharmacist
The Board has received a complaint from Mrs E White regarding the supply of some out-of-date
'Drug X' tablets.
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She claims that, on 3 February 2010, you supplied fifty 'Drug X' tablets to her from a prescription written by
Dr Williams of the Newtown Central Medical Clinic. She further claims that the tablets supplied had expired in
December 2009.
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Yours sincerely
MsASeabom
Director, Pharmacy Board
Writing task:
Write a letter to the Board. Include a response to each item the Board has requested information about. Address your
letter to Ms Anne Seaborn, Director, Pharmacy Board, Newtown.
In your answer:
Expand the relevant notes into complete sentences
Do not use note form
Use letter format
The body of the letter should be approximately 180 - 200 words.
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PHARMACY
LETTER
6 March 2010
Ms Anne Seaborn
Director
Pharmacy Board
Newtown
Dear Ms Seaborn
I am writing in response to your letter of 10 February 2010 regarding the dispensing of some out-of-date 'Drug X' tablets
to Mrs White.
I dispensed some Drug X tablets to Mrs E White on 3 February 2010. Unfortunately, the tablets' expiry date was
December 2009.
Mrs White returned the tablets to the pharmacy soon after they were dispensed. I immediately replaced the tablets for her
and apologised. Mrs White said that she would complain to the Pharmacy Board. I admitted that I had made a mistake,
and rectified it as soon as I could.
I regret that the incident occurred. I did not check the expiry date before I dispensed the package of tablets. February
3 was a very busy day and, in addition, a new member of staff had started that day. In future, I will always check expiry
dates before dispensing medication.
We have implemented new procedures to ensure that this does not happen again. The stock in the dispensary is now
checked each month. Red stickers are placed on short-dated items to alert the dispensing pharmacist.
Yours sincerely
Pharmacist
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Further Practice
There are resources for English-language learners on the Web which can help you develop the general writing skills involved (e.g., formal letter
writing, general grammar practice). Some possible sources are:
I
I
new homepage
http://owl.english.purdue.edu/handouts/esl/eslstudent.html
Englishmed.com
http://www.englishmed.com/
The OET Centre is not responsible for the content of external websites.
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