Post-admission Language Assessment of University Students

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