Examinations and the ESL Student--More Evidence of Particular Disadvantages

Autor/in	Smith, Chris
Titel	Examinations and the ESL Student--More Evidence of Particular Disadvantages
Quelle	In: Assessment & Evaluation in Higher Education, 36 (2011) 1, S.13-25 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
Schlagwörter	Foreign Countries; Business Administration Education; Masters Programs; English (Second Language); Graduate Students; Student Evaluation; Tests; Summative Evaluation; Disadvantaged; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Magister course; Magisterstudiengang; English as second language; English; Second Language; Englisch als Zweitsprache; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schulnote; Studentische Bewertung; Examination; Prüfung; Examen; Großbritannien
Abstract	Two years of assessment results from the full-time MBA of a highly ranked UK business school are examined to compare the outcomes for students for whom English is a second language (ESL) with those for whom English is a primary language (EPL). The results suggest that the overall higher level of higher-degree outcomes for the EPL group is underpinned by evidence of an interaction between assessment methodology (coursework versus timed, closed book examinations) and assessment outcomes with examinations particularly disadvantaging the ESL cohort in terms of final grades. (Contains 5 tables and 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10