| Popis: |
The chapter discusses the institutional processes, assessment development, and English language proficiency in relation to university expectations of international students. Balancing the relationship between best practices for achievement for English skills, campus academic programs, and a pathway provider is a whole-institution initiative. Higher education decision-making utilizing assessments is subject to controversy, since they are at risk of operating unfairly for students expecting uniform assessment treatment and institutions expecting uniform indications of linguistic readiness. The chapter highlights issues emerging from practices identified from the past five founding years of a university-based ESL program in the USA and international pathway provider. The issues highlighted include: (1) stakeholder relations, (2) student language skills, (3) assessment development, and (4) testing innovations. Rather than a cure-all for the complexities and maladies, the chapter presents details of assessment design and implementation for dealing with the challenges that emerge, in order for other institutions to develop deeper insights into their own language testing relationships that in turn determine student trajectories, institutional connections, and missions of programs. |
