Assessment of English proficiency is critical in determining if learners are prepared to achieve their educational and professional goals as users of the language. In higher education contexts, individuals who speak English as an additional language generally have to demonstrate at least baseline academic linguistic skill to be admitted to English-medium institutions. These skills are typically determined by standardized English proficiency tests. Such tests may provide only a limited measure of a learner’s ability to use the language, however. Upon admission, newly admitted English language learners may undergo further assessment to determine if they have the needed skills for academic success, particularly in writing and speaking. In some contexts, further opportunity for development occurs in the discipline with an embedded approach and the goal of acquiring professional level skills (Andrade, Evans, & Hartshorn, 2014, 2015; Arkoudis & Starfield, 2007; Arkoudis, Baik, & Richardson, 2012). However, institutional practices vary, and many take a minimalist approach, requiring a single measure of proficiency for admission, offering only optional linguistic development opportunities, and failing to track the success of this population (Andrade et al., 2014). An effective assessment plan for English language proficiency must take into account various stakeholders. These include students, instructors (current and future), administrators, and future employers. It must consider the tasks that students will need to perform in their studies and in future employment. Thus, higher education institutions should determine how to assist students in developing skills throughout their time at the institution so that they not only pass their courses but progress to higher levels of proficiency. These assessments must occur at both course and program levels. This study examined e-assessment practices in an online English language course designed to help learners develop academic writing skills. The study evaluated the alignment of assessments to learning outcomes, the extent to which multiple measures of learners’ skills were obtained, and learner, peer, and instructor roles in assessment. Findings indicated that instructor and learner engagement in assessment processes, the provision of multiple forms of feedback, and active peer review are critical to effective e-assessment practice. A key component is learner goal-setting and self-reflection to encourage self-regulation, or responsibility for controlling the factors and conditions that affect learning (Dembo, Junge, & Lynch, 2006). As learners receive e-feedback from various sources and engage in providing e-feedback, they become more aware of their own strengths and weaknesses.

Andrade, M. S., Evans, N. W., & Hartshorn, J. (2015). Perceptions and realities of ESL students in higher education: An overview of institutional practices. In N. W. Evans, N. J. Anderson, & W. G Eggington (Eds.), ESL readers and writers in higher education: Understanding challenges, providing support (pp. 18-35). New York: Routledge. Andrade, M. S., Evans, N. W., & Hartshorn, K. J. (2014). Linguistic support for non-native English speakers: Higher education practices in the United States. Journal of Student Affairs Research and Practice, 51(2), 207-221. Arkoudis, S., & Starfield, S. (2007). In-course English language development and support. Canberra, Australia: Australian Education International. Arkoudis, S., Baik, C., & Richardson, S. (2012). English language standards in higher education: From entry to exit. Camberwell, Australia: Australian Council for Educational Research. Dembo, M. H., Junge, L.G., & Lynch, R. (2006). Becoming a self-regulated learner: Implications for web-based education. In H. F. O’Neil, & R. S. Perez (Eds.), Web-based learning: Theory, research, and practice (pp. 185-202). Mahwah, N. J: Lawrence Erlbaum Associates.