Book contents
- Higher Education Admissions Practices
- Educational and Psychological Testing in a Global Context
- Higher Education Admissions Practices
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Series Editor’s Foreword
- Foreword
- Acknowledgments
- Part I Global Challenges and Common Admissions Models
- Part II Country-Specific Admissions Practices
- Part III Assessments Used in Higher Education Admissions
- Chapter 14 General Academic and Subject-Based Examinations Used in Undergraduate Higher Education Admissions
- Chapter 15 Language Proficiency Assessments in Higher Education Admissions
- Chapter 16 Measuring Student Character: Modernizing Predictors of Academic Success
- Part IV Rethinking Higher Education Admissions
- Index
- References
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
- Higher Education Admissions Practices
- Educational and Psychological Testing in a Global Context
- Higher Education Admissions Practices
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Series Editor’s Foreword
- Foreword
- Acknowledgments
- Part I Global Challenges and Common Admissions Models
- Part II Country-Specific Admissions Practices
- Part III Assessments Used in Higher Education Admissions
- Chapter 14 General Academic and Subject-Based Examinations Used in Undergraduate Higher Education Admissions
- Chapter 15 Language Proficiency Assessments in Higher Education Admissions
- Chapter 16 Measuring Student Character: Modernizing Predictors of Academic Success
- Part IV Rethinking Higher Education Admissions
- Index
- References
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.
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- Chapter
- Information
- Higher Education Admissions PracticesAn International Perspective, pp. 256 - 275Publisher: Cambridge University PressPrint publication year: 2020
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