This presentation gives the results of a benchmarking activity for English requirements across educational professional registration bodies and entry to education degrees in top-1000 ranked universities (Australia, United States of America, United Kingdom, Canada, New Zealand, and Ireland). English proficiency scores, as set by stakeholders, were gathered from university sites and professional organisation sites for six commonly accepted English language tests (IELTS, TOEFL, PTE, C1A, and DET). A key finding is how institutional stakeholders set different minimum test scores and how they consider scores to be equivalent across tests. This presentation will visually demonstrate the extreme lower scores being chosen among different tests, and the differences found between equivalence scores (and how these do not match test-maker equivalence recommendations). A lack of congruence between institutions about what minimum English skills are needed for study and professional success, in addition to the non-equivalence of between test scores found, will be discussed in terms of erosion of trust in institutions and processes, and possible increase in reputational loss.

Authors:
Amanda Müller, Flinders University, Australia
Andrew Brenner, Flinders University, Australia

About the Presenter(s)
Dr Amanda Muller is currently and Associate Professor in the College of Nursing and Health Sciences at Flinders University, Australia.

Connect on Linkedin
https://www.linkedin.com/in/amanda-m%C3%BCller-b480b853/

Connect on ResearchGate
https://www.researchgate.net/profile/Amanda-Muller-2

See this presentation on the full schedule – Monday Schedule

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