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243

Index

Abbott, M., 80academic audit requirements

(Australia), 93–5Academic English Screening Test

(AEST), 35–7, 39, 67, 178, 180, 194

academic language competence, 110, 112–3, 135–6, 172–3

academic language proficiency, 73, 110–36, 137

academic literacy, 72, 73–4, 76, 137–61, 181

academic literacies, 138, 139, 140, 144, 145, 146, 147, 148, 150, 152, 160

multiple literacies/multiliteracies, 147–8

academic staff, English proficiency of, 21

academic vocabulary, 84, 148–52, 189

technical vocabulary, 149Academic Word List (AWL), 84,

149–50, 189academic writing, 137–8, 140–5

contrastive rhetoric, 141–2in secondary school vs. university,

142–3plagiarism, 140–1role of social relationships and oral

proficiency, 146–7, 152Ackermann, K., & Chen, Y-H., 150,

189advising, see language advisingAEI, see Australian Education

International Agosti, C. & Bernat, E., 7Alderson, J.C., 125, 162–3, 166, 167,

169, 175, 181, 189, 194Alderson, J.C., Brunfaut, T., &

Harding, L., 175

Alderson, J.C., Clapham, C., & Wall, D., 162, 176, 177–8

Alderson, J. C., Haapakangas, E.-L., Huhta, A., Nieminen, L., & Ullakonoja, R., 174, 175

Alderson, J.C., & Huhta, A., 173–4, 175Alderson, J.C., & Urquhart, A.H., 127,

128American Council on the Teaching of

Foreign Languages (ACTFL), 120Ammon, U., & McConnell, G., 19aptitude testing, 116–7Arkoudis, S., Baik, C., & Richardson,

S., 105, 106, 107, 108–9Artemeva, N., & Fox, J., 81–2Asmah Haji Omar, 14Assessment Use Argument (AUA),

176, 200, 202, 204Association for Academic Language

and Learning (AALL), 40, 42Australia, 3–5, 6–10, 11, 25–46, 93,

112, 167National Symposium on the English

Language Competence of International Students, 8, 31–2, 40

Occupational English Test (OET), 112

Short Selection Test (SST), 4Australian Education International

(AEI), 8, 31–2Australian Universities Quality

Agency (AUQA), 8, 9, 35, 37, 40automated scoring, see computer-

based testing

Bachman, L.F., 110, 111, 121, 162, 198, 219

Bachman, L.F., & Palmer, A.S., 111, 112, 120–1, 168, 171, 176–7, 178, 179, 200, 202, 204, 219

244 Index

Back, K., Davis, D., & Olsen, A., 27Bailey, A., 34, 102Bailey, K. M., 86Baker, B.A., 195Baker, C., 20Ballard, B., & Clanchy, J., 27Banerjee, J., & Wall, D., 80Basic Interpersonal Communication

Skills (BICS), 12Beglar, D., 189Beglar, D., & Hunt, A., 50Bellingham, L., 6Berry, V. & Lewkowicz, J., 83, 158–9Biber, D., 191Birrell, B., 7–8, 31, 93, 96Bologna Process, 18Bonanno, H., & Jones, J., 43, 152, 154Bradley, D., Noonan, P., Nugent, H., &

Scales, B., 39Braine, G., 146bridging programmes, 7, 15, 32, 33Bright, C., & von Randow, J., 64, 216 Brindley, G., & Wigglesworth, G., 10British Commonwealth, see

Commonwealth (British)British Council, 3, 4, 122, 123, 125,

127, 136Brown, A., & Lumley, T., 27Brown, H.D., 162Brown, H.D., & Abeywickrama, P., 195Brown, J.D., 194Buck, G., 116, 181, 195

Cambridge English Language Assessment, 4, 15, 112, 123, 125, 127

Test Your English (TYE), 191Canada, 1, 4, 5, 11, 23, 70–1, 76–82,

142, 195Canadian Academic English Language

Assessment (CAEL), 70–1, 76–82, 90–2, 99, 188

Canagarajah, A.S., 139Canale, M., 120 Canale, M., & Swain, M., 120Carleton University, 70–1, 76–82

see also Canadian Academic English Language Assessment (CAEL)

Carr, N.T., & Xi, X., 180

Carroll, B.J., 120Carroll, J.B., 113–7, 122, 136, 173Carroll, J.B., & Sapon, S.M., 116Castles, S., & Miller, M.J., 10Chapelle, C., 57, 133, 198Chapelle, C., Chung, Y-R.,

Hegelheimer, V., Pendar, N., & Xu, J., 192

Chapelle, C., Enright, M. & Jamieson, J., 132, 133, 219

Chapelle, C., Grabe, W. & Berns, M., 132

Cheng, L, Watanabe, Y., & Curtis, A., 112

Chiang, N. L.-H., 11China, 47, 76, 140, 142Chujo, K. & Utiyama, M., 149Chung, T.M., & Nation, P., 149Clapham, C., 50, 117, 127–8, 162,

163, 176, 177–8Clark, J.L.D. & Swinton, S.S., 130Clay, M., 163cloze procedure, 115–6, 131, 192–4,

201cloze-elide test, 36, 50, 51, 74, 116,

122, 131, 173, 178, 194–5Cognitive Academic Language

Proficiency (CALP), 11Cognitive Diagnostic Assessment

(CDA), 165–7, 185Coleman, D., Starfield, S., & Hagan,

A., 96Coleman, J., 17, 19Common European Framework of

Reference (CEFR), 20, 45, 112, 120, 164, 165, 167

Commonwealth (British), 3, 4, 13communicative competence, 119,

120–1, 130, 171communicative language testing,

111–13, 119–21, 124, 171computer-based testing , 30, 36–7,

43–6, 54, 78–9, 84, 91, 132–5, 164–5, 179–80, 183–4, 191, 197, 207

automated scoring, 77, 84, 91, 133, 134, 135, 180, 183–4

Coniam, D., 186Connor, U., & Kaplan, R.B., 142Constantinides, J. C., & Byrd, P., 86

Index 245

construct validity, 110, 120–1Content and Language Integrated

Learning (CLIL), 19–20Cope, B., & Kalantzis, M., 147corpus analysis, 149, 150, 189, 191Corson, D., 151–2, 183Cotton, F., & Conrow, F., 6Council of Europe, 17, 18, 20, 112,

119–20, 164Coxhead, A., 149, 189Coyle, D., 19Cronbach, L. J., 110Crystal, D., 13C-Test, 36, 194Cumming, A., 132, 187Cummins, J., 11Curtin University

UniEnglish, 43, 99, 180

Davidson, F., 166, 167Davies, A., 3, 6, 50, 100, 121–2, 124,

125, 126, 172, 173, 194, 211Davies, A., Brown, A., Elder, C., Hill,

K., Lumley, T, & McNamara, T., 110, 162, 173

Deakin University, 100iDeaL, 43–4, 180

Deckert, G.D., 140Degrees of Proficiency project and

website, 42, 94, 103–5, 107Denmark, 21, 22Dennis, J., Stratilas, K., Yardy, A., &

Huon, G., 44diagnostic assessment, 29–30, 64,

71, 75, 80, 135, 136, 151–2, 156 162–75, 197, 189

definition, 162–3, 168–9, 175DIALUKI Project, 173–4distinguished from formative

assessment, 168Diagnostic English Language

Assessment (DELA), 27–35, 37, 39, 50–1, 67–9, 80, 91, 100, 102, 105, 182, 204

content and structure, 28–9diagnostic potential, 29–30implementation, 30–5

Diagnostic English Language Needs Assessment (DELNA), 13, 44,

49–69, 82, 102, 103, 105, 171–2, 178, 204–20

design and development, 49–55Diagnosis phase, 51–3, 54, 57, 58,

60, 61, 66, 172, 182, 204, 207, 208, 211, 215

implementation and delivery, 55–59linking results to language enhance-

ment, 60–7Screening phase, 51, 53, 54, 57, 58,

59, 61, 82, 136, 172, 180, 189, 190, 194, 204–5, 207, 208–9, 213, 215, 223

validation, 51–3, 200, 204–20Diagnostic English Language Tracking

Assessment (DELTA), 71, 82–6, 90–2

DIALANG, 120, 164–5, 167, 169, 170, 185

dictation, 115, 195–6discipline-specific assessments, 38,

81–2, 123, 129, 192, 197see also Measuring the Academic

Skills of University Students (MASUS)

discrete-point tests, 113–4, 118, 190domestic students

in English-speaking countries 47–8, 99–100

in transition to university, 97–8, 142–4

at University of Melbourne, 28, 31, 32–3, 38, 100

Douglas, D., 112Douglas, D., & Smith, J., 130Drury, H., Dunworth, K., Kralik, C.,

Moore, T., & Mulligan, D., 42, 46Dudley-Evans, T., & St John, M.J.,

119Dunworth, K., 40–2, 46, 67, 92, 101,

103, 181

EAP, see English for Academic Purposes

Eckes, T., and Grotjahn, R., 194Educational Testing Service (ETS),

114, 129, 130, 132, 180, 187see also Test of English as a Foreign

Language (TOEFL)

246 Index

Elder, C., 6, 29, 35, 49, 110, 111, 162, 173, 182, 196, 200–3, 205–18, 219–20

Elder, C. & Knoch, U., 35, 36, 67Elder, C., & Erlam, R., 51, 57, 204,

206, 213Elder, C., & O’Loughlin, K., 96Elder, C., & von Randow, J., 53, 67,

68, 172, 194, 204, 206, 213Elder, C., Barkhuizen, G., Knoch, U.,

& von Randow, J., 55, 208Elder, C., Bright, C., & Bennett, S.,

210–1Elder, C., Knoch, U., & Zhang, R., 29,

182Elder, C., Knoch, U., Barkhuizen, G. &

von Randow, J., 54, 182, 208Elder, C., McNamara, T., & Congdon,

P., 52, 213Eldridge, J., 150elicited imitation, 196Ellis, R., 49, 50, 57, 111Ellis, R., Loewen, S., Elder, C., Erlam,

R., Philp, J, & Reinders, H., 111, 196

English as an international language, 2, 13, 17, 139

English for Academic Purposes (EAP), 5, 7, 70, 76, 77, 79, 80, 81, 96, 119, 137, 148–9, 150–1 183–4

English Language Intensive Courses for Overseas Students (ELICOS), 7, 8

English Language Skills Assessment (ELSA), 45

English Language Testing Service (ELTS), 3, 4, 123–6, 127, 136, 172, 187

English Proficiency Test Battery (EPTB), 3, 4, 50, 116, 121–3, 136, 194

English proficiency tests, 169–70minimum scores for university

admission, 5–8, 16, 20predictive validity, 6, 129, 211

English-medium higher education (in EFL countries), 13–23

ERASMUS Programme, 17–8, 22Erlam, R., 51, 57, 111,196, 204, 206, 213

Erlam, R., von Randow, J., & Read, J., 182

Erling, E. J., & Richardson, J.T.E., 155, 156

ETS, see Educational Testing ServiceEvans, S., & Green, C., 83Eyckmans, J., 190

Fairclough, M., 189, 190Feast, V., 6Fiji, 4, 25Finland, 19, 174Fischer, K., 97Flowerdew, J., & Li, Y., 140–1foreign students, see international

studentsFoster, D. & Russell, D.R., 142–3Foundation Studies programmes, 7,

15, 33, 52, 56, 96, 100Fountain, R., & Nation, P., 196Fox, J., 77, 79, 80–2 Fox, J., & Hartwick, P., 81Fox, J., von Randow, J., & Volkov,

Al., 82France, 4, 19, 142–3Fraser, W., & Fox, J., 79Frodesen, J., & Starna, N., 12Fulcher, G., 112, 120, 181

Gardner, D., & Davies, M., 189Gee, J.P., 152Generation 1.5, see immigrants to

English-speaking countriesGeranpayeh, A. & Taylor, L., 116Germany, 19, 142–3Gill, S. K., 14, 15, 16Gill, S. K., Nambiar, R., Ibrahim, N., &

Tan, K. H., 16Ginther, A., 86, 186Ginther, A., & Prasad, K., 87Gnutzmann, C., 22Good Practice Principles for

English Language Proficiency for International Students in Australian Universities, 8–9, 34, 40, 93

Grabe, W., 166graduate students, see postgraduate

students, assessment of

Index 247

Graham, J.G., 6grammar assessment, 84, 126, 128,

129, 163–4, 190–2, 196Gravatt, B., Richards, J.C. & Lewis,

M., 51Green, A.B., & Weir, C.J., 163–4, 173Griffith University, 45, 159

IELTS4grads, 159Grove, E., & Brown, A., 37

Hale, G.A., Stansfield, C.W., Rock, D.A., Hicks, M.M., Butler, F.A., & Oller, J.W., Jr., 131

Harklau, L., 12Harklau, L., Losey, K. M., & Siegal,

M., 12Harrington, M., & Carey, M., 174Harris, A., 45Harrison, A., 120Hazenberg, S., & Hulstijn, J.H., 148Heath, S.B., 139Hellekjaer, G. O., 20Henning, G.H., 131Hill, K., Storch, N., & Lynch, B., 6Hinkel, E., 191Ho, E. S., 11Hong Kong, 14, 71, 82–6, 140, 142,

150, 158–9Common English Proficiency

Assessment Scheme (CEPAS), 83, 159

Graduating Students’ Language Proficiency Assessment (GSLPA), 159

Tertiary English Language Test (TELT), 83

see also Diagnostic English Language Tracking Assessment (DELTA)

Hughes, A., 163, 176, 195Huhta, A., 168, 173–4, 175Humphreys, P., & Mousavi, A., 159Huntley, H., 149Hutchinson, T, & Waters, A., 119Hyatt, D., & Brooks, G., 96Hyland, K., 119, 150Hyland, K., & Hamp-Lyons, L., 139Hyland, K., & Tse, P., 150Hymes, D.H., 119

iBT, see Test of English as a Foreign Language (TOEFL)

IDP Education Australia, 4, 5, 26, 127IELTS, see International English

Language Testing Systemimmigrants to English-speaking coun-

tries, 9–13, 24, 26, 47access: test (Australia) 10astronaut families, 10–11Generation 1.5, 11–12, 97

Inoue, M., 38integrated assessment tasks, 43, 44,

77–8, 133, 153–4, 186–8, 212Integrating Content and Language

(ICL), see Content and Language Integrated Learning (CLIL)

integrative tests, 113–6, 118–9, 131, 192–6

see also C-Test, cloze-elide, cloze procedure, dictation

International Development Program (IDP), see IDP Education Australia

International English Language Testing System (IELTS), 4, 5–8, 10, 15, 20, 26, 29, 32, 33, 50, 59, 80, 95–6, 112, 126–9, 136, 172, 186

as university exit measure, 83, 159IELTS preparation courses, 6, 7

international students, 2–9, 10, 12, 15, 17, 19–20, 23, 25–6, 27, 76, 80, 87, 146–7, 186

admission through domestic matriculation, 97–8

conditional admission (US universi-ties), 97

English language admission require-ments, 5–8, 15–6, 20, 26, 27, 79, 80, 94–7

exit testing, 159see also pathways to university

admissionInternational Second Language

Proficiency Ratings (ISLPR), 120international teaching assistants

(ITAs), 71, 86–92, 131Ireland, 1, 17, 23

Jamieson, J., Jones, S., Kirsch, I., Mosenthal, P., & Taylor, C., 132

248 Index

Jamieson, J., Wang, L., & Church, J., 183–4

Jang, E.E., 80, 168, 171Jenkins, J., 13Jones, J., Bonanno, H., & Scouller, K.,

108Jonz, J., 194Jordan, R.R., 119

Kalantzis, M., & Cope, B., 147Kane, M. T., 200–1, 202Kaplan, R.B., 141–2Kerstjens, K. & Nery, C., 6Kimmel, K., & Volet, S., 146Klein-Braley, C., 194Klein-Braley, C., & Raatz, U., 194Knoch, U., 29, 35, 36, 37, 54, 55, 64,

68, 182, 208Knoch, U., & Elder, C., 29, 182,

200–3, 205–18, 219–20Knoch, U., Elder, C., & McNamara, T.,

35Knoch, U., Read, J., & von Randow, J.,

55, 182, 208Koda, K., 166Kress, G., 147Kress, G., & van Leeuwen, T., 147Kunnan, A., & Jang, E. E., 168,

171

Lado, R., 114, 118 language advising, 31, 33, 64, 66–7,

68, 88–90, 105, 182, 214language development, language

enhancement, language enrich-ment, see language support

language policyMalaysia, 14, 16Nordic Language Policy, 17University of Auckland, 64, 218University of Copenhagen, 22–3University of Helsinki, 22

Language Policy Division, Council of Europe, 17

language support, 6, 8, 9, 12, 23, 72, 76, 77, 81–2, 83, 85–6, 88–90, 107–9, 153–4, 155, 221–2

at University of Auckland, 49, 61, 64–5, 66–7, 68–9, 216–18

at University of Melbourne, 28, 29, 31, 32, 33, 34, 36, 39, 68–9

Language Testing Research Centre (LTRC), see University of Melbourne

Larcombe, W., & Malkin, I., 38Laufer, B., & Nation, P., 174Le, P.L., du Plessis, C., & Weideman,

A., 76Lea, M.R., 138Lea, M.R. & Street, B.V., 143–5Lee, J. J., & Rice, C., 146Lee, Y-W., & Sawaki, Y., 165–6, 167,

173Leech, G., Rayson, P., & Wilson, A.,

189Leki, I., 146Leung, C., 147 Light, R.L., Xu, M., & Mossop, J., 6linguistic imperialism, 21–2listening assessment, 29, 78, 116,

126, 129, 133, 134, 185–6, 208, 209

literacy, 137–9see also academic literacy

Lockwood, J., 84Loewen, S., & Ellis, R., 50Lumley, T., 27, 30, 80–1, 110, 162,

173Luoma, S., 181, 183

Major, R.C., Fitzmaurice, S.M., Bunta, F., & Balakrishnan, C., 186

Malaysia, 14–16, 25Malaysian University English Test

(MUET), 16Malone, M.E., 79Manning, W.H., 50, 131, 194–5Martin, L., McPhee, P., Rickards, F., &

Skene, L., 31McNamara, T.F., 35, 52, 110, 112, 162,

173, 213McNamara, T. & Roever, C., 110, 198McQueen, J., 167Meara, P., & Buxton, B., 190Measuring the Academic Skills of

University Students (MASUS), 43, 99, 152–6, 160, 182, 187, 197

Messick, S., 110, 198–200

Index 249

Michigan English Language Assessment Battery (MELAB), 113, 136

Milton, J., 163Mochida, A., & Harrington, M., 190Mohan, B., & Lo, W.A.-Y., 142Moore, T., & Morton, J., 181Morrison, L., & Gaspar, M., 44Morrow, K., 120, 124Mousavi, A., 159, 173Murray, N., 157, 158

Nation, I.S.P., 50, 149,163, 174, 189, 196

Nation, P., & Beglar, D., 189Netherlands, 19, 20New Zealand, 3–4, 5, 6–7, 9–10, 11,

13, 167Language Achievement Test for

Overseas Students (LATOS), 4National Certificate of Educational

Achievement (NCEA), 66, 98see also Diagnostic English Language

Needs Assessment (DELNA)Norris, J.M., 191Norway, 20Nurweni, A. & Read, J., 148

O’Loughlin, K., 7, 28, 96O’Loughlin, K. & Arkoudis, S., 96O’Sullivan, B., 176Ockey, G., 186Oller, J.W., Jr., 115, 118–9, 126, 131,

173, 194, 195–6Oral English Proficiency Program

(OEPP), 86, 87, 88–9Oral English Proficiency Test (OEPT),

71, 86–92, 99Oral Proficiency Interview (OPI), 120

Panetta, C.G., 142Password, 45pathways to university admission, 7,

9, 13,33, 96, 171Direct Entry Programs, 7, 97University Entrance standards (New

Zealand), 66, 98see also bridging programmes,

English for Academic Purposes, Foundation Studies programmes

Pearson, 135, 150Pearson Education Asia, 134, 135Pearson Test of English (Academic)

(PTE(A)), 134–5, 136, 179, 180, 183, 187, 196, 219

Pecorari, D., & Shaw, P., 141peer assessment, 89Pellicer-Sánchez, A., & Schmitt, N.,

174Pennycook, A., 139, 140Pe-Pua, R., Mitchell, C., Iredale, R., &

Castles, S., 11Philippines, 14, 139Phillipson, R., 3, 13–4, 21–2, 139Pike, L.W., 129, 131placement testing, 70, 76–7, 99,

163–4, 174–5, 183–4, 189, 191, 192, 196

English as a Second Language Placement Exam (ESLPE), 99

English Placement Test (Oxford University), 191

Global Placement Test (GPT), 163–4

Illinois English Placement Test (IEPT), 99

plagiarism, 140–1Plakans, L., 43, 187plurilingualism, 17, 18, 164post-entry language assessment

(PELA), 25, 113, 117, 136, 221–3

alternatives to a PELA, 94–8as diagnostic assessment, 169–73decision-making process, 102–5issues, 33–5, 41–2, 46, 67, 90–2,

99–102, 155, 160–1reasons for introducing a PELA,

98–102reporting of results, 29, 31, 44–5,

53, 61, 64, 75, 79, 85, 88, 153, 171–2, 214

surveys in Australia, 40–2, 181target population, 99–101, 169–70validation of a PELA, 198–220see also language support

postgraduate students, assessment of , 39, 44, 66–7, 71, 75, 86–92, 205, 212

250 Index

Pot, A., 75professional communication, 157–8,

222proficiency tests, 111–3, 114–5, 121

see also International English Language Testing System, Michigan English Language Assessment Battery, Pearson Test of English (Academic), Test of English as a Foreign Language

Prator, C.H., & Robinett, B.W., 163Purdue University, 71, 86–90

see also Oral English Proficiency Program, Oral English Proficiency Test

Purpura, J.E., 116, 188, 190, 192Purves, A.C., 142

Qian, D., 83, 158, 159, 183

Ransom, L., 32, 33–4, 35, 102rater training, 54–5, 88, 89, 182, 183,

197, 207–8Read, J., 55, 57, 148, 163, 182, 188,

194, 206, 208Read, J., & Chapelle, C., 57Read, J., & Hayes, B. 7Read, J., & Hirsh, D. 7, 96Read, J., & Shiotsu, T. 174Read, J., & von Randow, J. 205, 217reading assessment 29, 30, 78, 126,

127–8, 129, 132–3, 134, 166, 167, 184–5, 208, 209

Redden, E., 97Reissner-Roubicek, A.S.A, 158Roberge, M., Siegal, M., & Harklau,

L., 12Roberts, C., 158Ross, S., 218

Schmitt, D., & Schmitt, N., 149Schmitt, N., Schmitt, D., & Clapham,

C., 163Segalowitz, N., 174self-assessment, 85, 89, 164–5Simpson-Vlach, R., & Ellis, N.C., 150,

189Singapore, 14, 25, 139Smit, U., & Dafouz, E., 109

Smith, H., & Haslett, S., 96Smith, S., 210–11South Africa, 14, 70, 71–6 Spack, R., 138, 140speaking assessment, 38, 44, 50–1,

71, 78–9, 86–90, 127, 130–1, 133, 134, 180, 183–4, 187–8

specific-purpose testing, 112, 119see also discipline-specific assess-

ments, English for Academic Purposes

speed as a variable in language tests speed of listening input, 185 speed of response, 115–16, 122,

173–4see also cloze-elide

Spolsky, B., 2, 3, 113, 114, 117, 118, 130

Sri Lanka, 139, 146St. George, R., 4Stansfield, C.W., 130, 131Stoller, F., 109Street, B.V., 138, 143–5Sweden, 19

Task Force on English Language Bridging and Support Programs (University of Melbourne), 33

Tan, A., 15Tan, M., & Ong, S. L., 16Tauroza, S., & Allison, D., 185Taylor, L., & Wigglesworth, G., 183test bias, 52, 75–6, 213test development process, 176–9

test specifications, 177–9Test of Academic Literacy Levels

(TALL), 70, 71–6, 90–2, 100Test of Academic Literacy for

Postgraduate Students (TALPS), 75

Tertiary Education Quality Standards Agency (TEQSA), 9, 39, 40, 93

Test of English as a Foreign Language (TOEFL), 3, 4, 5, 6, 7, 15, 20, 50, 59, 76, 77, 80, 112, 114–5, 122, 127, 129–34, 136, 166, 194

internet-based TOEFL (iBT), 77,129, 132–4, 179, 180, 183, 186, 187, 219

Index 251

Test of Spoken English (TSE)/Speaking Proficiency English Assessment Kit (SPEAK), 87, 114, 130–1

Test of Written English (TWE), 114, 131

UNESCO, 4, 5, 18United Kingdom, 1, 3, 4, 5, 9, 17, 18,

121–8, 142–3, 144–5United States of America, 1–2, 2–3, 4,

5, 11–12, 71, 86–90, 97, 142–3, 146University of Auckland, 13, 25–7,

47–69, 100, 157–8Academic English Language

Requirement (AELR), 66, 98English Language Support

Taskforce, 64, 218see also Diagnostic English

Language Needs Assessment (DELNA)

University of BedfordshireCentre for Research in English

Language Learning and Assessment (CRELLA), 45

University of Birmingham, 122University of California, Santa

Barbara, 12University of Cambridge Local

Examinations Syndicate (UCLES), see Cambridge English Language Assessment

University of Copenhagen, 21, 22–3Centre for Internationalisation and

Parallel Language Use (CIP), 21, 22–3

Test of Oral English Proficiency for Academic Staff (TOEPAS), 21, 22

University of Helsinki, 22University of Maastricht, 20University of Melbourne, 7, 25–39,

67–9, 97, 100, 101, 102Health Sciences Communication

Skills Test (HCST), 37–8, 67Language Testing Research Centre

(LTRC), 27, 28, 31, 35, 40, 54, 68, 209, 222

Melbourne Law School writing exer-cises, 38

Melbourne Model (Curriculum), 32University of Melbourne ESL Test

(UTESL), 27–28 University of Melbourne Trial

English Selection Test, 28see also Academic English Screening

Test (AEST), Diagnostic English Language Assessment (DELA)

University of Michigan, 2, 150University of Newcastle (Australia)

Diagnostic Academic English Language Tool (DAELT), 44–5, 99, 180, 183

University of Pretoria, 70, 72University of Queensland, 159University of South Australia, 35, 36

English Language Self-Assessment Tool (ELSAT), 36

University of Sydney, 108, 152–4see also Measuring the Academic

Skills of University Students (MASUS)

University of Wollongong, 45Urmston, A., 83Urmston, A., Raquel, M., & Tsang,

C., 83Urquhart, A.H. & Weir, C.J., 166

validity argument, 133–4, 199, 200–18

Van der Slik, F., 75Van der Slik, F., & Weideman A., 75,

76Van Dyk, T., & Weideman, A., 72, 74Van Dyk, T., Van Rensburg, A., &

Marais, F., 72, 75Victoria University of Wellington, 149Victorian Certificate of Education

(VCE) examination, 28, 32, 97vocabulary assessment , 50, 51, 84,

129, 131, 163, 174, 188–90, 196Vocabulary Levels Test (VLT), 174Vocabulary Size Test (VST), 189–90

Volet, S. E., & Ang, G., 146von Randow, J., 55, 82, 182, 205, 208,

217

Wächter, B., 18 Wächter, B., & Maiworm, F., 19

252 Index

Wagner, E., 186Wang, H., Choi, I., Schmidgall, J., &

Bachman, L.F., 219Ward, C., & Masgoret, A., 146Ward, J., 148washback effect of major tests, 112,

113, 121, 130, 159, 168, 171, 199web-based testing, see computer-

based testingWebb, C., & Bonanno, H., 156Weese, K.L., Fox, S.L., & Greene, S., 138Weideman, A., 72, 74, 75, 76Weideman, A., Patterson, R., & Pot,

A., 73 Weigle, S.C., 181Western Europe, 16–23

Wilkinson, R., 17, 19, 20, 21Wilkinson, R., & Zegers, V., 20Wong, I.F.H., & Lai, P-C., 158writing assessment, 7, 12, 29, 36,

38, 43, 54, 74–5, 78, 84, 126–7, 131, 133, 135, 153–4, 180, 181–2, 187–8, 207–8, 211

see also integrated assessment tasks, rater training

Xi, X., 180, 191

Yang, H., 149Yu, G., 187

Zamel, V., & Spack, R., 140