Chapter 1 Some Key Issues in Post-Admission Language Assessment

Chapter 2 Examining the Validity of a Post-Entry Screening Tool Embedded in a Specific Policy Context

Chapter 3 Mitigating Risk: The Impact of a Diagnostic Assessment Procedure on the First-Year Experience in Engineering

Chapter 4 The Consequential Validity of a Post-Entry Language Assessment in Hong Kong

Chapter 5 Can Diagnosing University Students’ English Proficiency Facilitate Language Development?

Chapter 6 What Do Test-Takers Say? Test-Taker Feedback as Input for Quality Management of a Local Oral English Proficiency Test

Chapter 7 Extending Post-Entry Assessment to the Doctoral Level: New Challenges and Opportunities

Chapter 8 Vocabulary Recognition Skill as a Screening Tool in English-as-a-Lingua-Franca University Settings

Chapter 9 Construct Refinement in Tests of Academic Literacy

Chapter 10 Telling the Story of a Test: The Test of Academic Literacy for Postgraduate Students (TALPS)