Some Key Issues in Post-Admission Language Assessment

Abstract

This chapter introduces the volume by briefly outlining trends in English-medium higher education internationally, but with particular reference to post-entry language assessment (PELA) in Australian universities. The key features of a PELA are described, in contrast to a placement test and an international proficiency test. There is an overview of each of the other chapters in the book, providing appropriate background information on the societies and education systems represented: Australia, Canada, Hong Kong, the USA, New Zealand, Oman and South Africa. This is followed by a discussion of three themes running through several chapters. The first is how to validate post-admission language assessments; the second is the desirability of obtaining feedback from the test-takers; and the third is the extent to which a PELA is diagnostic in nature.