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Post-admission Language Assessment of University Students

  • Book
  • © 2016

Overview

Editors:
  1. John Read

    1. School of Cultures, Languages and Linguistics, University of Auckland, Auckland, New Zealand

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  • Addresses a major challenge for English-medium higher education
  • Offers a broad international perspective on the issues
  • Written by leading experts in academic language assessment
  • Includes supplementary material: sn.pub/extras

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

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Table of contents (11 chapters)

  1. Front Matter

    Pages i-x
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  2. Introduction

    1. Front Matter

      Pages 1-1
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    2. Some Key Issues in Post-Admission Language Assessment

      • John Read
      Pages 3-20

  3. Implementing and Monitoring Undergraduate Assessments

    1. Front Matter

      Pages 21-21
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    2. Examining the Validity of a Post-Entry Screening Tool Embedded in a Specific Policy Context

      • Ute Knoch, Cathie Elder, Sally O’Hagan
      Pages 23-42

    3. Mitigating Risk: The Impact of a Diagnostic Assessment Procedure on the First-Year Experience in Engineering

      • Janna Fox, John Haggerty, Natasha Artemeva
      Pages 43-65

    4. The Consequential Validity of a Post-Entry Language Assessment in Hong Kong

      • Edward Li
      Pages 67-86

    5. Can Diagnosing University Students’ English Proficiency Facilitate Language Development?

      • Alan Urmston, Michelle Raquel, Vahid Aryadoust
      Pages 87-109

  4. Addressing the Needs of Doctoral Students

    1. Front Matter

      Pages 111-111
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    2. What Do Test-Takers Say? Test-Taker Feedback as Input for Quality Management of a Local Oral English Proficiency Test

      • Xun Yan, Suthathip Ploy Thirakunkovit, Nancy L. Kauper, April Ginther
      Pages 113-136

    3. Extending Post-Entry Assessment to the Doctoral Level: New Challenges and Opportunities

      • John Read, Janet von Randow
      Pages 137-156

  5. Issues in Assessment Design

    1. Front Matter

      Pages 157-157
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    2. Vocabulary Recognition Skill as a Screening Tool in English-as-a-Lingua-Franca University Settings

      • Thomas Roche, Michael Harrington, Yogesh Sinha, Christopher Denman
      Pages 159-178

    3. Construct Refinement in Tests of Academic Literacy

      • Albert Weideman, Rebecca Patterson, Anna Pot
      Pages 179-196

    4. Telling the Story of a Test: The Test of Academic Literacy for Postgraduate Students (TALPS)

      • Avasha Rambiritch, Albert Weideman
      Pages 197-216

  6. Conclusion

    1. Front Matter

      Pages 217-217
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    2. Reflecting on the Contribution of Post-Admission Assessments

      • John Read
      Pages 219-235

  7. Back Matter

    Pages 237-243
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Keywords

About this book

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.

Editors and Affiliations

  • School of Cultures, Languages and Linguistics, University of Auckland, Auckland, New Zealand

    John Read

Bibliographic Information

  • Book Title: Post-admission Language Assessment of University Students

  • Editors: John Read

  • Series Title: English Language Education

  • DOI: https://doi.org/10.1007/978-3-319-39192-2

  • Publisher: Springer Cham

  • eBook Packages: Education, Education (R0)

  • Copyright Information: Springer International Publishing Switzerland 2016

  • Hardcover ISBN: 978-3-319-39190-8Published: 18 August 2016

  • Softcover ISBN: 978-3-319-81839-9Published: 12 June 2018

  • eBook ISBN: 978-3-319-39192-2Published: 10 August 2016

  • Series ISSN: 2213-6967

  • Series E-ISSN: 2213-6975

  • Edition Number: 1

  • Number of Pages: X, 243

  • Number of Illustrations: 9 b/w illustrations, 14 illustrations in colour

  • Topics: Language Education, Assessment, Testing and Evaluation, Higher Education

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