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English Language Policy Review Survey
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1.
Which best describes your relationship to the AASW English Language Policy?
(Required.)
Overseas-qualified applicant/member
Australian-qualified member
Employer of social workers
Education/training provider
Other stakeholder
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2.
How important is it that the English Language Policy maintains a high standard of communication to support safe and effective social work practice?
(Required.)
Very important
Important
Neutral
Unimportant
Very unimportant
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3.
Should AASW continue to accept only IELTS Academic test as evidence of English language proficiency?
(Required.)
Yes
No
Unsure
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4.
Which English language proficiency tests should AASW accept? (Select all that apply - if more than one, add details to the ‘Other’ box below)
(Required.)
IELTS Academic
PTE Academic
TOEFL iBT
Cambridge C1 Advanced
Other (please specify)
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5.
How important is a live, face-to-face speaking assessment when evaluating English language proficiency?
(Required.)
Very important
Important
Neutral
Not very important
Not important at all
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6.
Should AASW accept English language tests that use AI-generated or AI-scored speaking assessments (e.g., PTE Academic, TOEFL iBT)?
(Required.)
Yes
No
Unsure
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7.
Do you believe the current requirement of IELTS 7.0 in all four components is appropriate?
(Required.)
Yes
No, it should be higher
No, it should be lower
Unsure
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8.
Should AASW adopt a model similar to AHPRA and allow a score of 6.5 in the writing component while maintaining 7.0 in reading, listening and speaking?
(Required.)
Yes
No
Unsure
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9.
Should applicants continue to be allowed to achieve the required scores across two test sittings within a specified period?
(Required.)
Yes
No
Unsure
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10.
Should AASW continue to allow a One Skill Retake where only one component falls below the required score?
(Required.)
Yes
No
Unsure
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11.
Should AASW allow supporting evidence from employers, supervisors or placement coordinators when an applicant narrowly misses one test component, as does the New Zealand Social Work Registration Board?
(Required.)
Yes
No
Unsure
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12.
Should completion of secondary education taught and assessed in English continue to be included as an element of the ground for exemption from testing?
(Required.)
Yes
No
Unsure
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13.
Should completion of a tertiary qualification taught and assessed entirely in English continue to be included as an element of the ground for exemption?
(Required.)
Yes
No
Unsure
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14.
Should the list of countries recognised for exemption purposes (education taught and assessed in English) be expanded, reduced, or remain unchanged?
(Required.)
Expanded
Reduced
Remain unchanged
Unsure
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15.
Which additional exemption grounds, if any, should AASW consider? (Select all that apply - if more than one, add details to the ‘Other’ box below)
(Required.)
Registration with an approved overseas professional regulator
Extensive professional experience in an English-speaking country
Recent postgraduate study completed in English
Current employment in an English-speaking setting
No additional exemptions
Other (please specify)
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16.
Which option best reflects your preferred future direction for the AASW English Language Policy?
(Required.)
Maintain the current policy with no changes
Expand accepted English language tests
Relax some score requirements or exemption criteria
Strengthen score requirements or testing requirements
Make both testing and exemption pathways more flexible
Other (please specify)
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17.
Please provide any additional comments or recommendations regarding AASW's English Language Policy, including why you answered Question 16 in the way you did.
(Required.)
