Language Proficiency Assessment and Tertiary Entry for Non‐English Speaking Students

Abstract

This paper sketches out some of the issues confronting tertiary institutions in the assessment of non‐English‐speaking‐background‐students (NESB). It raises the question of which language and learning areas should comprise the content of such assessment procedures, and reports on a survey of tertiary institutions which identified test instruments currently being used. It then describes and comments on some of these test instruments, namely the SST and CULT tests, and presents a report on a recent innovation at the Canberra College of Advanced Education, which used the ASLPR for assessment purposes for the first time.