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Title Post-admission language assessment of university students / John Read, editor
Published Switzerland : Springer, [2016]
©2016

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Description 1 online resource (x, 243 pages) : illustrations (some color)
Series English language education, 2213-6975 ; Volume 6
English language education (Springer (Firm)) ; Volume 6. 2213-6967
Contents PART I. INTRODUCTION -- 1. Some Key Issues in Post-Admission Language Assessment / John Read
PART II. IMPLEMENTING AND MONITORING UNDERGRADUATE ASSESSMENTS -- 2. Examining the Validity of a Post-Entry Screening Tool Embedded in a Specific Policy Context / Ute Knoch, Cathie Elder, and Sally O'Hagan -- 3. Mitigating Risk: The Impact of a Diagnostic Assessment Procedure on the First-Year Experience in Engineering / Janna Fox, John Haggerty, and Natasha Artemeva -- 4. The Consequential Validity of a Post-Entry Language Assessment in Hong Kong / Edward Li -- 5. Can Diagnosing University Students' English Proficiency Facilitate Language Development? / Alan Urmston, Michelle Raquel, and Vahid Aryadoust
PART III. ADDRESSING THE NEEDS OF DOCTORAL STUDENTS -- 6. 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, and April Ginther -- 7. Extending Post-Entry Assessment to the Doctoral Level: New Challenges and Opportunities / John Read and Janet von Randow
PART IV. ISSUES IN ASSESSMENT DESIGN -- 8. Vocabulary Recognition Skill as a Screening Tool in English-as-a-Lingua-Franca University Settings / Thomas Roche, Michael Harrington, Yogesh Sinha, and Christopher Denman -- 9. Construct Refinement in Tests of Academic Literacy / Albert Weideman, Rebecca Patterson, and Anna Pot -- 10. Telling the Story of a Test: The Test of Academic Literacy for Postgraduate Students (TALPS) / Avasha Rambiritch and Albert Weideman
PART V. CONCLUSION -- 11. Reflecting on the Contribution of Post- Admission Assessments / John Read
Summary "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."--Publisher's description
Analysis Post-entry language assessments (PELAs)
Bibliography Includes bibliographical references and index
Notes Online resource; title from PDF title page (SpringerLink, viewed May 12, 2017)
Subject English language -- Ability testing -- Evaluation
English language -- Study and teaching -- Foreign speakers -- Evaluation
College students -- Testing
Students, Foreign.
EDUCATION -- Higher.
College students -- Testing
English language -- Ability testing -- Evaluation
English language -- Study and teaching -- Foreign speakers -- Evaluation
Students, Foreign
Form Electronic book
Author Read, John, 1948- editor.
ISBN 9783319391922
3319391925