Post-admission language assessment of university students
著者
書誌事項
Post-admission language assessment of university students
(English language education, v. 6)
Springer International, c2016
大学図書館所蔵 全4件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
  スウェーデン
  ノルウェー
  アメリカ
注記
Includes bibliographical references and index
内容説明・目次
内容説明
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.
目次
INTRODUCTION: Some key issues in post-admission language assessment by John Read.- Part I IMPLEMENTING AND MONITORING UNDERGRADUATE ASSESSMENTS.- Examining the validity of a post-entry screening tool embedded in a specific policy context by Ute Knoch, Cathie Elder and Sally O'Hagan.- Mitigating risk: The impact of a diagnostic assessment procedure on the first-year experience in engineering by Janna Fox, John Haggerty and Natasha Artemeva.- The consequential validity of a post-entry language assessment in Hong Kong by Edward Li.- Can diagnosing university students' English proficiency facilitate language development? By Alan Urmston, Michelle Raquel and Vahid Aryadoust.- Part II ADDRESSING THE NEEDS OF DOCTORAL STUDENTS.- What do test-takers say? Test-taker feedback as input for quality management of a local oral English proficiency test by Xun Yan, Suthathip Ploy Thirakunkovit, Nancy L Kauper and April Ginther.- Extending post-entry assessment to the doctoral level: New challenges and opportunities by John Read and Janet von Randow.- Part III ISSUES IN ASSESSMENT DESIGN.- Vocabulary recognition skill as a screening tool in English-as-a-lingua-franca university settings by Thomas Roche, Michael Harrington, Yogesh Sinha and Christopher Denman.- Construct refinement in tests of academic literacy by Albert Weideman, Rebecca Patterson and Anna Pot.- Telling the story of a test: The Test of Academic Literacy for Postgraduate Students (TALPS) by Avasha Rambiritch and Albert Weideman.- CONCLUSION: Reflecting on the contribution of post-admission assessments by John Read.- Index
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