Atjaunināt sīkdatņu piekrišanu

E-grāmata: Assessing English Proficiency for University Study

  • Formāts: PDF+DRM
  • Izdošanas datums: 27-Jan-2015
  • Izdevniecība: Palgrave Macmillan
  • Valoda: eng
  • ISBN-13: 9781137315694
Citas grāmatas par šo tēmu:
  • Formāts - PDF+DRM
  • Cena: 53,52 €*
  • * ši ir gala cena, t.i., netiek piemērotas nekādas papildus atlaides
  • Ielikt grozā
  • Pievienot vēlmju sarakstam
  • Šī e-grāmata paredzēta tikai personīgai lietošanai. E-grāmatas nav iespējams atgriezt un nauda par iegādātajām e-grāmatām netiek atmaksāta.
Assessing English Proficiency for University StudyPalielināt
  • Formāts: PDF+DRM
  • Izdošanas datums: 27-Jan-2015
  • Izdevniecība: Palgrave Macmillan
  • Valoda: eng
  • ISBN-13: 9781137315694
Citas grāmatas par šo tēmu:

DRM restrictions

  • Kopēšana (kopēt/ievietot):

    nav atļauts

  • Drukāšana:

    nav atļauts

  • Lietošana:

    Digitālo tiesību pārvaldība (Digital Rights Management (DRM))
    Izdevējs ir piegādājis šo grāmatu šifrētā veidā, kas nozīmē, ka jums ir jāinstalē bezmaksas programmatūra, lai to atbloķētu un lasītu. Lai lasītu šo e-grāmatu, jums ir jāizveido Adobe ID. Vairāk informācijas šeit. E-grāmatu var lasīt un lejupielādēt līdz 6 ierīcēm (vienam lietotājam ar vienu un to pašu Adobe ID).

    Nepieciešamā programmatūra
    Lai lasītu šo e-grāmatu mobilajā ierīcē (tālrunī vai planšetdatorā), jums būs jāinstalē šī bezmaksas lietotne: PocketBook Reader (iOS / Android)

    Lai lejupielādētu un lasītu šo e-grāmatu datorā vai Mac datorā, jums ir nepieciešamid Adobe Digital Editions (šī ir bezmaksas lietotne, kas īpaši izstrādāta e-grāmatām. Tā nav tas pats, kas Adobe Reader, kas, iespējams, jau ir jūsu datorā.)

    Jūs nevarat lasīt šo e-grāmatu, izmantojot Amazon Kindle.

"English-medium institutions around the world face challenges in coping with the diverse language backgrounds of their students. This book focuses on strategies and procedures for assessing the academic language ability of incoming students so that thosewith significant needs can have opportunities to enhance their language skills. It draws upon a variety of contexts, with a particular focus on initiatives at universities in Australia and New Zealand to introduce post-entry language assessment (PELA) programmes. The book discusses the relative merits of the constructs of academic language proficiency and academic literacies as the basis for the assessment and also considers the diagnostic nature of such assessments. On a practical level, there is a wealth of advice on appropriate test formats, and a framework for evaluating the validity of assessments of this kind. It will be of great interest to academics and administrators concerned with the quality of teaching and learning in their institutions, as well as lecturers and tutors in EAP and academic learning programmes"--

English-medium institutions around the world face challenges in coping with the diverse language backgrounds of their students. This book focuses on strategies and procedures for assessing the academic language ability of incoming students so that those with significant needs can have opportunities to enhance their language skills. It draws upon a variety of contexts, with a particular focus on initiatives at universities in Australia and New Zealand to introduce post-entry language assessment (PELA) programmes. The book discusses the relative merits of the constructs of academic language proficiency and academic literacies as the basis for the assessment and also considers the diagnostic nature of such assessments. On a practical level, there is a wealth of advice on appropriate test formats, and a framework for evaluating the validity of assessments of this kind. It will be of great interest to academics and administrators concerned with the quality of teaching and learning in their institutions, as well as lecturers and tutors in EAP and academic learning programmes.

Recenzijas

Assessing English proficiency for university study focuses on post-entry English language assessment (PELA) for students in higher education. this book would be suitable for a range of readers including EAP teachers, test developers, policy advisors and others involved in PELAs. Reads book can be fully utilized by all of those involved in post-entry language assessment. (Naoki Ikeda, Papers in Language Testing and Assessment, Vol. 6 (1), 2017)

The central topic of this book is the assessment of English language proficiency and academic literacy needs of students to enable them to cope with the demands of study at university. This book is highly recommended. It will be an essential go-to resource not only for those with an interest in PELAs, but also for those with a broader interest in English language assessment issues. (NewZealand Studies in Applied Linguistics (NZSAL), Vol. 22 (1), 2016)

List of Figures and Tables ix
Preface x
Acknowledgements xv
List of Main Acronyms xvii
1 The Context: Students in English-Medium Universities 1(24)
Introduction
1(1)
International students in English-speaking countries
2(7)
1950's to 1980's
2(2)
Trends since the 1980's
4(1)
English language proficiency requirements
5(2)
Recent developments in Australia
7(2)
Immigrant students in English-speaking countries
9(4)
English-medium higher education in other countries
13(10)
Malaysia
14(2)
Western Europe
16(7)
Conclusion
23(2)
2 Post-Entry Language Assessments in Australia 25(22)
Catherine Elder
John Read
Introduction
25(2)
University of Melbourne
27(12)
Diagnostic English Language Assessment (DELA)
27(8)
An alternative model?
35(2)
Other initiatives at Melbourne
37(2)
Reflecting on the Melbourne experience
39(1)
PELAs elsewhere in Australia
39(10)
National surveys
40(3)
MASUS at Sydney
43(1)
Recent online PELAs
43(4)
3 The DELNA Programme at the University of Auckland 47(23)
Background: a linguistically diverse student body
48(1)
Diagnostic English Language Needs Assessment (DELNA)
49(18)
Design and development of the assessment measures
49(6)
Implementation and delivery of the assessment
55(6)
Linking assessment results to language enhancement
61(5)
New developments
66(1)
Conclusion
67(3)
4 Post-Entry Assessments in Other Countries 70(23)
Catherine Elder
John Read
The Test of Academic Literacy Levels (TALL) (South Africa)
71(5)
The academic literacy construct
72(2)
The design of TALL
74(1)
Test outcomes
75(1)
The Canadian Academic English Language Assessment (CAEL) at Carleton University (Canada)
76(6)
Content and format of CAEL
77(2)
Reporting of results
79(1)
Diagnostic function
80(2)
The Diagnostic English Language Tracking Assessment (DELTA) in Hong Kong
82(4)
DELTA content
84(1)
Reporting performance
85(1)
Use of DELTA
86(1)
The Oral English Proficiency Test (OEPT) at Purdue University (United States)
86(4)
OEPT content and format
87(1)
OEPT scoring
88(1)
Feedback and connection to instruction
88(2)
Issues arising from the four cases
90(3)
5 The Case for Introducing a Post-Entry Assessment 93(17)
The Australian academic audit requirement
93(1)
Alternatives to a PELA
94(4)
International student admission
94(3)
Domestic matriculation
97(1)
Reasons for introducing a PELA
98(4)
The target population for a PELA
99(2)
Mandatory versus voluntary participation
101(1)
The decision-making process
102(3)
Opportunities for language development
105(4)
Conclusion
109(1)
6 Defining and Assessing Academic Language Proficiency 110(27)
Competence and proficiency
110(3)
The proficiency test
111(2)
Carroll's (1961) seminal paper
113(5)
Discrete-point and integrative testing
113(2)
Speeded tests
115(1)
Aptitude testing
116(2)
The development of the communicative approach
118(3)
Integrative tests
118(1)
Communicative tests
119(2)
Proficiency tests in the United Kingdom
121(8)
The English Proficiency Test Battery (EPTB)
121(2)
English Language Testing Service (ELTS)
123(2)
International English Language Testing System (IELTS)
125(3)
Summary of the British experience
128(1)
The Test of English as a Foreign Language (TOEFL)
129(5)
The Internet-based TOEFL (iBT)
132(2)
Pearson Test of English (Academic)
134(1)
Conclusion
135(2)
7 Defining and Assessing Academic Literacy 137(25)
Definitions of literacy
137(2)
Pluralistic approaches
138(1)
Developing academic literacy
139(9)
Use of sources and plagiarism
140(1)
Contrastive rhetoric
141(1)
The transition to university
142(2)
Lea and Street's research
144(2)
Social relationships and oral proficiency
146(1)
Multiple literacies
147(1)
Acquiring academic vocabulary
148(4)
The Academic Word List
149(2)
Corson and the 'Graeco-Latin' legacy
151(1)
Assessing academic literacies: the MASUS procedure
152(5)
Evaluating MASUS
154(3)
Beyond academic literacy: professional communication
157(3)
Exit testing of graduating students
158(2)
Conclusion
160(2)
8 A Diagnostic Perspective on Post-Entry Assessment 162(14)
Examples of diagnostic language tests
163(2)
DIALANG
164(1)
Cognitive Diagnostic Assessment
165(3)
The nature of language diagnosis
168(1)
PELA as diagnostic assessment
169(5)
The role of speed
173(1)
Conclusion
174(2)
9 The Design of Academic English Assessments 176(22)
Test development
176(3)
Test specifications
177(2)
Design options for PELAs
179(17)
Computer-based assessment
179(2)
Assessment by macro-skill
181(5)
Integrated assessment tasks
186(2)
Discrete measures of language knowledge
188(4)
Integrative measures of language knowledge
192(4)
Conclusion
196(2)
10 The Validation of a Post-Entry Assessment 198(23)
The validity argument
200(4)
A framework for validating PELAs
200(4)
A validation argument for DELNA
204(14)
Evaluation
206(2)
Generalization
208(2)
Explanation and Extrapolation
210(3)
Utilization (decision)
213(2)
Utilization (consequences)
215(3)
Conclusion
218(3)
Postscript 221(3)
References 224(19)
Index 243
John Read is Associate Professor in Applied Language Studies at the University of Auckland, New Zealand. His research interests are in the testing of English for academic and professional purposes and second language vocabulary assessment. He is the author of Assessing Vocabulary and has been co-editor of Language Testing and President of the International Language Testing Association.
Biežāk uzdotie jautājumi par e-grāmatām Biežāk uzdotie jautājumi par e-grāmatām
Permanent link: https://www.kriso.lv/db/97811373156942e.html
Keywords: