Post-admission Language Assessment of University Students

  • John Read

Part of the English Language Education book series (ELED, volume 6)

Table of contents

  1. Front Matter
    Pages i-x
  2. Introduction

    1. Front Matter
      Pages 1-1
  3. Implementing and Monitoring Undergraduate Assessments

  4. Addressing the Needs of Doctoral Students

    1. Front Matter
      Pages 111-111
    2. Xun Yan, Suthathip Ploy Thirakunkovit, Nancy L. Kauper, April Ginther
      Pages 113-136
  5. Issues in Assessment Design

    1. Front Matter
      Pages 157-157
    2. Thomas Roche, Michael Harrington, Yogesh Sinha, Christopher Denman
      Pages 159-178
    3. Albert Weideman, Rebecca Patterson, Anna Pot
      Pages 179-196
  6. Conclusion

    1. Front Matter
      Pages 217-217
  7. Back Matter
    Pages 237-243

About this book

Introduction

English-medium universities around the world face real challenges in ensuring that incoming students have the language and literacy skills they need to cope with the demands of their degree programmes. One response has been a variety of institutional initiatives to assess students after admission, in order to identify those with significant needs and advise them on how to enhance their academic language ability. This volume brings together papers from Australia, Canada, Hong Kong, New Zealand, Oman, South Africa and the United States, written by language assessment specialists who discuss issues in the design and implementation of these post-admission assessments in their own institutions. A major theme running through the book is the need to evaluate the validity of such assessments not just on their technical quality but on their impact, in terms of giving students access to effective means of developing their language skills and ultimately enhancing their academic achievement.

Keywords

Academic language ability Construct refinement in tests of academic literacy English as a medium of instruction English proficiency development English-as-a-lingua-franca First-year engineering Language test-taker feedback Language testing tertiary education Post-admission assessments Post-admission diagnostic assessment in a Canadian university Post-admission language assessment in Hong Kong Post-entry language assessment Post-entry screening TALPS Test of Academic Literacy for Postgraduate Students University entry level of English Validation of language tests Vocabulary recognition skill

Editors and affiliations

  • John Read
    • 1
  1. 1.School of Cultures, Languages and LinguisticsUniversity of AucklandAucklandNew Zealand

Bibliographic information

  • DOI https://doi.org/10.1007/978-3-319-39192-2
  • Copyright Information Springer International Publishing Switzerland 2016
  • Publisher Name Springer, Cham
  • eBook Packages Education
  • Print ISBN 978-3-319-39190-8
  • Online ISBN 978-3-319-39192-2
  • Series Print ISSN 2213-6967
  • Series Online ISSN 2213-6975
  • About this book