Language Proficiency Assessments in Higher Education Admissions

doi:10.1017/9781108559607.015

Chapter 15 - Language Proficiency Assessments in Higher Education Admissions

from Part III - Assessments Used in Higher Education Admissions

Published online by Cambridge University Press: 09 January 2020

Thomas Eckes and

Hans-Joachim Althaus

Edited by

María Elena Oliveri and

Cathy Wendler

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María Elena Oliveri: Affiliation:
Educational Testing Service, Princeton, New Jersey
Cathy Wendler: Affiliation:
Educational Testing Service, Princeton, New Jersey

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Summary

This chapter discusses the use of assessments of language proficiency in admissions decisions. Assessments of language proficiency are increasingly important given the rising numbers of international students studying abroad, the increasing numbers of refugees and students who need to demonstrate their linguistic preparedness for academic study, and the importance of language support programs for students not meeting particular language requirements. The chapter describes the need for students to have a level of language proficiency that represents minimum entrance requirements as one condition for academic success. Finally, the chapter discusses the importance of using benchmarks and standards to inform college-admissions decisions meaningfully as well as additional challenges institutions face in predicting students’ academic success.

Keywords

language assessment validity fairness English for academic purposes language-support programs

Information

Type: Chapter
Information: Higher Education Admissions Practices
An International Perspective
, pp. 256 - 275

DOI: https://doi.org/10.1017/9781108559607.015 [Opens in a new window]

Publisher: Cambridge University Press

Print publication year: 2020

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