大葉大學圖書館 |

Post-admission language assessment of university students[electronic resource] /

紀錄類型:	書目-電子資源 : Monograph/item
杜威分類號:	378
書名/作者:	Post-admission language assessment of university students/ edited by John Read.
其他作者:	Read, John.
出版者:	Cham : : Springer International Publishing :, 2016.
面頁冊數:	x, 243 p. : : ill., digital ;; 24 cm.
Contained By:	Springer eBooks
標題:	College students - Testing.
標題:	Language and languages - Ability testing.
標題:	Education.
標題:	Language Education.
標題:	Assessment, Testing and Evaluation.
標題:	Higher Education.
ISBN:	9783319391922
ISBN:	9783319391908
內容註:	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.
摘要、提要註:	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.
電子資源:	http://dx.doi.org/10.1007/978-3-319-39192-2

Post-admission language assessment of university students[electronic resource] /
Post-admission language assessment of university students[electronic resource] /edited by John Read. - Cham :Springer International Publishing :2016. - x, 243 p. :ill., digital ;24 cm. - English language education,v.62213-6967 ;. - English language education ;v.2..

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.

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.

ISBN: 9783319391922

Standard No.: 10.1007/978-3-319-39192-2doiSubjects--Topical Terms:

669819
College students
--Testing.

LC Class. No.: LB2324 / .P67 2016

Dewey Class. No.: 378

Post-admission language assessment of university students[electronic resource] /
LDR:03594nmm a2200325 a 4500 001 465636
003 DE-He213
005 20170119172219.0
006 m d
007 cr nn 008maaau
008 170411s2016 gw s 0 eng d
020 $a 9783319391922 $q (electronic bk.)
020 $a 9783319391908 $q (paper)
024 7 $a 10.1007/978-3-319-39192-2 $2 doi
035 $a 978-3-319-39192-2
040 $a GP $c GP
041 0 $a eng
050 4 $a LB2324 $b .P67 2016
072 7 $a CJ $2 bicssc
072 7 $a EDU018000 $2 bisacsh
082 0 4 $a 378 $2 23
090 $a LB2324 $b .P857 2016
245 0 0 $a Post-admission language assessment of university students $h [electronic resource] / $c edited by John Read.
260 $a Cham : $b Springer International Publishing : $b Imprint: Springer, $c 2016.
300 $a x, 243 p. : $b ill., digital ; $c 24 cm.
490 1 $a English language education, $x 2213-6967 ; $v v.6
505 0 $a 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.
520 $a 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.
650 0 $a College students $x Testing. $3 669819
650 0 $a Language and languages $x Ability testing. $3 374763
650 1 4 $a Education. $3 343011
650 2 4 $a Language Education. $3 463485
650 2 4 $a Assessment, Testing and Evaluation. $3 464023
650 2 4 $a Higher Education. $3 465604
700 1 $a Read, John. $3 669818
710 2 $a SpringerLink (Online service) $3 463450
773 0 $t Springer eBooks
830 0 $a English language education ; $v v.2. $3 603428
856 4 0 $u http://dx.doi.org/10.1007/978-3-319-39192-2
950 $a Education (Springer-41171)