Post-admission Language Assessment of University Students

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, Sally O’Hagan

3. Mitigating Risk: The Impact of a Diagnostic Assessment Procedure on the First-Year Experience in Engineering
Janna Fox, John Haggerty, 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, 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, April Ginther

7. Extending Post-Entry Assessment to the Doctoral Level: New Challenges and Opportunities
John Read, Janet 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, Christopher Denman

9. Construct Refinement in Tests of Academic Literacy
Albert Weideman, Rebecca Patterson, Anna Pot

10. Telling the Story of a Test: The Test of Academic Literacy for Postgraduate Students (TALPS)
Avasha Rambiritch, Albert Weideman

Part V. Conclusion

11. Reflecting on the Contribution of Post-Admission Assessments
John Read

Nyckelord: Education, Language Education, Assessment, Testing and Evaluation, Higher Education