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Assessing Readiness for Tertiary Study: English Proficiency Testing and Pathway Programs

This study explores how readiness for entry to tertiary education is evaluated through English proficiency testing and pathway programs. It discusses the requirements for applicants from different risk categories and proposes improvements to assessment methods, emphasizing the importance of both English proficiency and academic preparation. The study questions the sole reliance on English proficiency tests for determining student success in tertiary education.

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Assessing Readiness for Tertiary Study: English Proficiency Testing and Pathway Programs

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  1. Assessing readiness for entry to tertiary study Kieran O’Loughlin

  2. How is it assessed? Applicants must satisfy academic and English requirements of • Federal government to obtain a visa • Individual institutions to enter chosen course

  3. Visa English requirements ‘High risk’ countries (categories 3 and 4): IELTS 6.0 for HE, 5.5 for VET 5.5 for Foundation Studies + HE. 5.0 or 5.5 for up to 30 weeks of ELICOS + HE, 5.0 for up to 20 weeks + VET. OR Equivalent OET or (in limited cases) TOEFL OR Previous acceptable English-medium study ‘Low risk’ countries (categories 1 and 2): No specific requirements.

  4. Institutional English requirements • Proficiency test scores (IELTS, TOEFL) • ELICOS ‘pathway’ program • Year 12 English/ESL • Foundation studies English • Previous English medium study. Minimum standards may be higher than set for visas.

  5. Which evidence is best? Proficiency test scores widely viewed as most ‘objective’ and reliable. ‘Pathway courses’ may provide better educational preparation for tertiary study but exit assessments are problematic.

  6. Birrell (2006) Only 34% of ESL international graduates entering HE via a pathway program attained an overall IELTS 6.0 upon graduating in 2004-5. Thus, the other 66% had never reached the standard before commencing their HE program. BUT is the IELTS (specifically the GT module) the right test for measuring graduate attainment?

  7. Improving assessments on pathway programs • Students should have to attain 0.5 of an IELTS band (or TOEFL equivalent) below the entry specified for their tertiary course • Benchmark the final assessments against the IELTS.

  8. Why not just IELTS? • Pathway programs provide important educational preparation for tertiary study • Washback of IELTS on student English language learning

  9. Final points • Danger of viewing the language proficiency of ESL international students in tertiary education instead of entry and post-entry support policies as problematic = deficit view. • Too much focus on English proficiency alone in the debate - academic background, skills and aptitude matter at least as much, if not more.

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