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Curriculare Überlegungen für die Förderung schriftsprachlicher Fähigkeiten in Vorbereitungsklassen der Sekundarstufe I
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Comparing C-tests and Yes/No vocabulary size tests as predictors of receptive language skills
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In: Language testing 33 (2016) 4, S. 555-575 (2016)
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Investigating the predictive validity of TOEFL iBT® scores and their use in informing policy in a UK university setting
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Abstract:
The project examined the predictive validity of TOEFL®iBT with a focus on the relationship between TOEFL®iBT scores and students’ subsequent academic success in postgraduate studies in one leading university in the UK, paying specific attention to the role of linguistic preparedness as perceived by students and tutors. We employed a mixed-methods approach in order to enrich traditionally quantitatively oriented studies with a qualitative perspective. For the sample of 504 students who entered the university for postgraduate studies in the years 2011-2013 on the basis of a TOEFL®iBT score, we analyzed the relation between TOEFL®iBT scores and final academic award by correlation and regression analyses, taking into consideration discipline, nationality, and additional language support. For the qualitative strand, students entering the university in 2013 on the basis of a TOEFL®iBT score were invited to questionnaires and interviews, as were their EAP and academic tutors. A total 48 students and 58 tutors participated, with 25 students and 36 tutors being interviewed at three points over the course of the year.Our findings show that students entering the university on the basis of TOEFL®iBT scores feel well prepared, and generally regard the test as an effective means of preparation for their academic studies in a UK setting. They cope well with the linguistic demands and a vast majority graduate successfully. Our findings support the appropriateness of the university’s entrance policy with regard to setting minimum test score requirements, thus underpinning the predictive validity of TOEFL®iBT in a UK setting.
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Keyword:
LB2300 Higher Education
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URL: https://www.ets.org/toefl/research/ http://wrap.warwick.ac.uk/84548/ http://wrap.warwick.ac.uk/84548/1/WRAP_harsch_ushioda__ladroue_accepted_version.pdf
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Comparing C-tests and Yes/No vocabulary size tests as predictors of receptive language skills
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In: Language testing (2015), S. 1-21 (2015)
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General language proficiency revisited : current and future issues
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Designing and scaling level-specific writing tasks in alignment with the CEFR: a test-centered approach
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Das Nutzen externer Evaluation im fremdsprachlichenunterricht
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Harsch, Claudia. - : Oldenbourg Schulbuchverlag GmbH und Bayerischer Schulbuch Verlag GmbH, 2009
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Textrekonstruktion Englisch
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In: DESI-Konsortium [Hrsg.]: Unterricht und Kompetenzerwerb in Deutsch und Englisch. Ergebnisse der DESI-Studie. Weinheim u.a. : Beltz 2008, S. 149-156 (2008)
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