The impact of pre-entry English test results on postgraduate success

Steven May; Hendrik van der Sluis; Heather Forland

The impact of pre-entry English test results on postgraduate success

Steven May (Contributor)
, Hendrik van der Sluis (Contributor)
, Heather Forland (Contributor)

Research output: Contribution to conference › Paper › peer-review

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Abstract

This research investigates the attainment of international postgraduate students against the four elements (reading, writing, listening and speaking) of their pre-entry International English Language Testing System (IELTS) scores. A significant association was found between test score and degree classification, with reading being the most closely correlated element; but a low correlation between all elements and degree attainment suggests that other factors had a greater impact on success. Attendance at academic skills centres was found have the greatest benefit to those with higher IELTS entry scores. The paper goes on to advise caution in the use of IELTS score thresholds as entry criteria.

Original language	English
Publication status	Published - 29 Aug 2013
Event	The Impact of Higher Education: Addressing the challenges of the 21st century - Rotterdam, Netherlands Duration: 27 Aug 2013 → 31 Aug 2013

Conference

Conference	The Impact of Higher Education: Addressing the challenges of the 21st century
Period	27/08/13 → 31/08/13

Bibliographical note

Organising Body: European Association for Institutional Research :The European Higher Education Society

Keywords

Education

Access to Document

May-van der Sluis-Forland EAIR2013 finalOther version, 705 KBLicence: Unspecified

Cite this

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abstract = "This research investigates the attainment of international postgraduate students against the four elements (reading, writing, listening and speaking) of their pre-entry International English Language Testing System (IELTS) scores. A significant association was found between test score and degree classification, with reading being the most closely correlated element; but a low correlation between all elements and degree attainment suggests that other factors had a greater impact on success. Attendance at academic skills centres was found have the greatest benefit to those with higher IELTS entry scores. The paper goes on to advise caution in the use of IELTS score thresholds as entry criteria.",

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N2 - This research investigates the attainment of international postgraduate students against the four elements (reading, writing, listening and speaking) of their pre-entry International English Language Testing System (IELTS) scores. A significant association was found between test score and degree classification, with reading being the most closely correlated element; but a low correlation between all elements and degree attainment suggests that other factors had a greater impact on success. Attendance at academic skills centres was found have the greatest benefit to those with higher IELTS entry scores. The paper goes on to advise caution in the use of IELTS score thresholds as entry criteria.

AB - This research investigates the attainment of international postgraduate students against the four elements (reading, writing, listening and speaking) of their pre-entry International English Language Testing System (IELTS) scores. A significant association was found between test score and degree classification, with reading being the most closely correlated element; but a low correlation between all elements and degree attainment suggests that other factors had a greater impact on success. Attendance at academic skills centres was found have the greatest benefit to those with higher IELTS entry scores. The paper goes on to advise caution in the use of IELTS score thresholds as entry criteria.

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M3 - Paper

T2 - The Impact of Higher Education: Addressing the challenges of the 21st century

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The impact of pre-entry English test results on postgraduate success

Abstract

Conference

Bibliographical note

Keywords

Access to Document

Fingerprint

Cite this