...PTE Academic Test Taker Handbook July 2012 Version 6 © Pearson Education Ltd 2012. No part of this publication may be reproduced without the prior permission of Pearson Education Ltd. Contents About PTE Academic About the Test Taker Handbook 1.Test format 2. Registration and scheduling Registration Scheduling, rescheduling and cancelling Test takers with disabilities Payment and fees 3. On test day What to expect on the day of your test Identification and security Test Center rules 4. Scores Understanding scores Accessing and allocating scores 5. Learning resources Test preparation 6. Miscellaneous Contact us Privacy Policy and Legal Notice Appendix A PTE Academic Test Taker Rules Agreement 2 3 3 4 6 7 8 8 9 12 13 13 15 16 16 18 18 18 20 About PTE Academic Pearson Test of English Academic (PTE Academic) is a new, international, computer-based academic English language test. The test accurately measures the listening, reading, speaking, and writing skills of test takers who are non-native speakers of English and need to demonstrate their level of academic English proficiency. PTE Academic delivers a real-life measure of test takers’ language ability to universities, higher education institutions, government departments and organizations requiring academic English. PTE Academic is endorsed by the Graduate Management Admission Council® (GMAC)®. About the Test Taker Handbook This Test Taker Handbook will provide you with detailed information on all the following practical aspects...
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...INZ 1060 English Language Information For residence and business categories If submitting your Why do we have a minimum standard of English? application before If you can speak and understand English, it will help you to get 29 November 2010 a job in New Zealand, and help you and your family to settle successfully here. use the guide at Who needs to meet the minimum standard? www.immigration.govt.nz/forms Skilled Migrant Category – the principal applicant and everyone aged 16 or over included in the application. Business categories – the applicant and everyone This or over included inprincipalwill (with the exception aged 16 watermark the application not print. of the Investor Plus (Investor 1 Category)). Residence from Work Category – the principal applicant does not have to meet the minimum standard, but their partner and any children aged 16 or over do. If your partner and children (aged 16 and over) do not meet the minimum standard, they must pay for English language classes before we approve your application. Then, they can learn English when they arrive in New Zealand. November 2010 This leaflet will give you information on how well you must speak and understand English for a residence class visa, or a long-term business visa. We call this the ‘minimum standard of English’. It will tell you who must meet the minimum standard, what it is, and what you must do to meet it. It will also tell you what you can do if people in your family do not meet the minimum standard...
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...reproduced by any process without prior written permission from the Commonwealth. Requests and inquiries concerning reproduction and rights should be addressed to the Commonwealth Copyright Administration, Attorney-General’s Department, Robert Garran Offices, National Circuit, Barton ACT 2600 or posted at www.ag.gov.au ISBN 1 920861 77 7 Internet: www.dfat.gov.au Contents Australia Awards Scholarship Cycle vii GLOSSARY OF TERMS AND ACRONYMS 8 1. Australia Awards 11 1.1. Australia Awards Scholarships 12 1.2. How to use this scholarships policy handbook 12 1.3. Management responsibilities 14 2. Applying for an Australia Awards Scholarship 17 2.1. Eligibility criteria 17 2.2. Country and regional profiles 18 2.3. English language requirements 18 2.4. Finding an appropriate course and institution 20 2.5. Types of courses available to applicants 20 2.6. Types of courses for which Australia Awards Scholarships are not available 22 2.7. Application process 23 3. Fraud 25 4. Selection 26 4.1. Selection process and criteria 26 4.2. Reintegration plans 27 4.3. Successful and reserve applicants 27 4.4....
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...看到魏冬的日志让我心生很多感慨。感谢魏冬，在申请和学术上我们交流最多，在申请上他对我帮助太大，让我避免了被计量很好的dream school UCSD拒掉的局面；更重要的，让我在申请时放心许多。我的申请是个一波三折的故事，想得到开始，但想不到结局；我觉得应该写点什么作为纪念，也算给大家提供一点经验教训。另外感谢魏冬和吴沛凡，你们两个写的日志让我明白申请总结应该怎么写，因此省掉我很多时间思考结构，可以hardcore地把想说的都说出来。 致谢 首先要感谢的当然是我的三个推荐人。我只有三个推荐人，并且在所有学校上用了同样的package。L老师是nonparametric metrics界的大师，能有机会上他的博士生课并且拿到信我不胜荣幸；他的和蔼出乎意料，我填推荐人的两天之内几乎所有信就已经交了；在申请结果出来的时候还从美国打电话给我，我的感激之情无法形容。UBC的M老师对我帮助太大，我只能感激自己在换到UBC的情况下还能碰到这么好而且做metrics的老师，在申请之前和之中总是给我信心，帮我很仔细地改了SOP，而且我的第一个offer还是他先告诉我的。经管的Z老师是最熟悉最了解我的人，我从大二开始给他做RA，一直到现在（我在经济系只有这一个RA），学到的东西太多，不管是metrics的理论还是编程，还有做学术的许多道理；在我最低谷的时候，每次和Z老师交流之后我就变得轻松，而且对未来有了信心；能有好的writing sample，离不开他的指导和帮助。能拿到三个都是做metrics并且都是very strong letter，这种很consistent的package对我最终的申请结果起到了关键的作用。 除此之外还有上一届的吴沛凡和贺熹学长。尤其是吴沛凡学长，总是在我低谷的时候给我信心，不厌其烦地改我几乎不成形的SOP；虽然他总是自黑，但学术能力却总让我自愧不如。在经会认识这两位学长，我深感幸运。还有帮我修改文书的同学和老师。 还有一起申请的同学。魏冬我想不用多说了，不管是去berkeley还是stern相信以后一定都各种牛逼。还要太感谢伍良杰，一起在拿到Chicago后像小学生一样天天上课复习准备托福，没有互相支持我想我估计挺不过这个难关；马上就要开始长达五年的repeated games，希望在Chicago大家都好！UBC的Z同学我是交换的时候认识的， 他是那边统计系的第一名，和经济系的double major；交换的时候就对我各种帮助，让我感觉还不太无助，申请前后我们几乎天天交流，互相看过SOP，分享各种信息，让我了解国外的本科申请econ phd是什么样的情况；神奇地拿了top 10的3个wl还有一个1st year funding wl，希望他至少能有一个转正啊！ 按道理还是要感谢父母。但是我想这是言语无法表达的，父母从我大二的时候就坚定支持我申请，尤其我爸还各种了解信息，在申请上有时候比我知道的还要多一些；最纠结的感受只能向父母表达，靠他们开导；我还能心理正常地度过整个大学和申请的过程，他们起到了最重要的作用。 还有我的室友和同学们。李昱松刘运操经常听我在宿舍吐槽，忍受我的噪音，太不容易；小贺和孙健总是各种开导我，我心情不好的时候也经常找他们发泄，但他们同时也有很多的事情和压力。还有上学期经原小课的同学们，在我最无聊最郁闷的时候想到要给你们上课，就不得不振作起来；课上各种有趣也让我轻松许多；如果以后觉得我有什么能帮到你们的地方，一定不要犹豫。 背景和申请结果 背景 GPA：总7/152，必修+限选5/152； ...
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...Yinglu Fan yf421@nyu.edu ∙ 612-868-3108 ∙ 140 East 14th Street, New York, NY 10003 EDUCATION New York University Bachelor of Arts in Mathematics University of Minnesota – Twin Cities Major in Mathematics (specialization in Actuarial Science) Cumulative GPA: 3.70/4.0 Expected Graduation Date: 12/2011 08/2008 – 12/2009 EXPERIENCE Member, Actuarial Club in New York University 01/2010 – Present Director Assistant, Canadian Chamber of Commerce in Shanghai 06/2009 – 08/2009 • Designed 2010 Expo Guide for Canadians in Shanghai. • Coordinated events on Canada’s Day and assisted Administrative Director with related projects • Located and entered data into several databases; made phone calls, and ensured timely mail processing. • Assisted administrative team members with clerical function. Dining Service Associate, University of Minnesota – Twin Cities 09/2009 – 12/2009 • Maintained inventory of standard dining service supplies and assists manager coordinate attendants. Member, Actuarial Club in University of Minnesota – Twin Cities 01/2009 – 12/2009 • Arranged the preparation of Casualty Actuarial Society (CAS) exam Volunteer, Students Today Leaders Forever 03/2009 – 12/2009 • Assisted the donation of food to Minnesotans at risk of hunger. Volunteer, in school for the Mute and the Deaf in Zhoushan, Zhejiang Province 2006 – 2009 • Taught disabled students Mandarin. Policy-analyst, Model United Nation in Shanghai K.J. Senior High School 2006 – 2008 • Analyzed UN policies for Model...
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...English Language Proficiency Assessment in the Nation: CURRENT STATUS AND FUTURE PRACTICE Edited by Jamal Abedi U N I V E R S I T Y O F C A L I F O R N I A , D AV I S • S C H O O L O F E D U C A T I O N Copyright © 2007 The Regents of the University of California The work reported herein was supported in part by the National Research and Development Centers, PR/Award Number R305A050004, as administered by the U.S. Department of Education’s Institute of Education Sciences (IES). The findings and opinions expressed in this report are those of the author(s) and do not necessarily reflect the positions or policies of the Institute of Education Sciences, or the U.S. Department of Education. T his study required the participation of all fifty states, their assessment directors, particularly those involved with the NCLB Title III assessments. Their cooperation and patience is much appreciated, and their dedication to educating young people is greatly admired. We cannot thank the states enough for their collaboration with this project. Many people generously contributed to the development of this report. We are especially indebted to the chapter authors for their invaluable contributions and for their patience throughout this process. Sue Rigney from the U.S. Department of Education contributed greatly to the quality of this work by providing excellent comments and suggestions. We are so grateful for her support, advice and contribution to this report. Kathleen Leos of the U.S...
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...2010/9/30 Oral English Test in Middle School: Current Situation and Strategies Abstract: Oral English is becoming more and more important to both teaching and learning, which requires effective methods to assess and test oral English. This essay analyzes the current situation of oral testing in middle school and focus on the eight strategies to solve the problems in oral testing. It aims at investigating students’ current study situation and work out the English language oral assessment for middle school students. Key words: oral English test current situation strategies Current situation about oral English test Usually, English teachers pay more attention on testing their students’ ability of language comprehension than language production. They often use listening or writing test forms to classify the students’ level. Students’ communicating ability is frequently ignored. In fact, language production is more difficult to study than language comprehension. Note that communicating is used in the sense of conveying information. Communicating ability really shows how well the students master the language. Oral tests can just be managed to test students’ language production as well as the communicating ability. Nowadays, more and more teachers and students aware the importance of communication. Teachers use various teaching methods to encourage their students to speak English to have real communication. They also have the aware of arranging oral tests to judge the students’...
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...Part 1: English Proficiency Tests and their actual value. GRE Graduate Record Exam. It is a primary exam which focuses on admission for graduate courses. Its English language testing skills include Critical thinking skills in linking sentences logically and interpreting their meaning to answer various questions in the text with respect to grammar, vocabulary, logical correctness, reasoning and common sense. IELTS this exam’s primary focus is on the use of the English language in communicating. This test focuses on four aspects of Listening, Speaking, Reading and Writing. This is a much practical than technical approach to usage of English. TOEFL it is a English proficiency test which tests the students ability to understand and use English on the university level. This test designed for High school graduates to enter into university. The object of any of these tests is to simple prove the ability of use and understanding of English Language at a certain level to the universities or any governing authority about the students capabilities. This clearly on the way teaches some of the students who take learning and preparing for these tests very seriously. The entry requirements for majority of the universities are at level which would be considered less than average. This is to keep the influx of the students for approval high. So in almost all of the cases these tests are seen as a hurdle to enter the gates of an university education rather than an actual learning...
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...IGI promoting discovery-learning, procedure of IGI, and the effectiveness of IGI on SLA and motivation are discussed. From the insights, parameters for designing materials, tests, and questionnaire are drawn out. Chapter Three is divided into five sections. Research design and subjects and program description sections provide general information about the study. The next three parts, materials, instruments, and procedures of the research are described in details. 3.1. Research Design This study is carried out with a one group pre-test and post-test design. In this experimental research, the implementation of discovery-learning through IGI (independent variable) will be monitored, and acquisition about English tenses and learners’ motivation (dependent variables) will be measured. The grammar points in this research are English tenses. A pre-test and a post-test are designed to be the same. An anonymous questionnaire on motivation is delivered after the treatment instruction. 3.2. Subjects and Program Description The researcher, who is also the teacher, carries out the study in six classes in Course 28 and Course 29 at CFL in 2006. The experimental course, Level-Seven Grammar Course, is the first of three courses for Level C (low-advanced-English level). The grammar course is offered to the students for three 45-minute periods on each occasion during nine weeks. The students are randomly chosen and can be the representatives...
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...variables influence student achievement. As policy-makers became more involved in school reform, this suggestion takes on new importance since their many initiatives rely on presumed relationships between various education-related factors and learning outcomes. Some researches have suggested that “schools bring little influence to bear upon a child’s achievement test is independent of his background and general social context.” (Coleman et. al. 1966; Jenks et. al. 1972). Other evidence suggests that factors like class size (Glass, et. al. 1982; Mosteller, 1995), teacher qualification (Ferguson, 1991), school size (Holler, 1993), and other school variables may play an important role in influencing learning. As new standard for new learning continues to be introduced in the country, hence, greater attention is given to the role teacher plays in student achievement. While some evidence suggests that better qualified teachers may make a difference in student learning at the school and district levels. There is also increasing inquiry into the exact predictors that affect teacher efficiency vis-à-vis student level of achievement. Teaching competence and teacher impact on students may largely determine whether or not the student will fail or succeed in his studies. Through students’ individual differences need to be considered in the teaching-learning process, a very challenging role of improving mankind and enlightening the world to guide the young to the right path lies...
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...AND ITS SETTING Introduction Unsurprisingly, English is the second most spoken language after Mandarin. To add on to this fact, more people can easily communicate in English compared to any other language. Undoubtedly, the popularity of the language has termed English as the international language of diplomacy, business, science, technology, banking, computing, medicine, aviation, engineering, tourism, and even the UN & NATO armed forces, Hollywood films and the best pop and rock music of the world. Apart from these unfamiliar and strange facts, there are still several other reasons that state the importance of learning the universal language, English. To cite some of them, they are as follows: After graduating high school, if a student is seeking admission in a reputable college or university, one must be very knowledgeable in English, otherwise he/she won’t be admitted. And if after finishing college he would then apply for a job but most companies welcome those candidates who are fluent in English and have the relevant qualification and skill set. However, candidates with the relevant qualification without having proper knowledge of English language are being rejected after some sort of personal interviews. Also, most of the businesses engaged in dealing with international clients and suppliers prefer using English as the primary source of communication. While people have their own native languages, English serves as the most common and user-friendly language...
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...Improving standard of English Learning Program (ELP) in graduate program MGT 605 – Organizational Management and Leadership January 19, 2014 Improving standard of English Learning Program (ELP) in graduate program The United States ‘s multiculturalism continues to grow fast, a second language is poficiency will provide individuals with increased opportunities for personal and professional . At National University offer courses in English Language Programs. We are one of the leading centers in California for English language programs . The National University Language Institute serves the needs of a wide range of local and international students and promotes collaboration for education and community outreach in languages and cultures. Students for whom English is not their first language face special challenges at any American university, and these difficulties can be magnified by National's accelerated schedule. Though all international students are required to meet a certain standard of English proficiency, Every month will have international student apply to ELP program of National University. The international student will take the Placement Exam at a designated National University location. The placement exam is timed and covers four components: Listening, Grammar, Writing, Reading. It have 30 minutes for each section. Total Points possible are 70. Results are provided within 48 hours of exam completion. After that they will arrange the class for each...
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...B.V.M Visitation has a large Hispanic demographic. There is also a presence of African American and Vietnamese students. Statistics have shown that over 30% of all school -aged children come from homes where English is not the primary language. This number percentage may be even higher for B.V.M Visitation. A majority of these students come from Spanish families and a good portion of these students speak Spanish at home. Ms. Bandura tells me that there is only one student in her class whose primary language is not English, but that there are about 10-20 students in all of Visitation who are in the same boat. This student goes to an English Language Learner’s classroom where he gets direct help with English. In this classroom, the student receives one-on-one attention from a teacher. The teacher works on his speech and use of the English language with him. He specifically struggles with reading and decoding words. This student is on level 3 when it comes to English Language Proficiency. A level three student is able to use and understand series of related sentences, able to understand and use simple written English...
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...English Language Learner’s Assessment English Language Learners, (ELL), have specific tests and procedures that the ELL teacher must follow in order to properly assess each student’s level of proficiency in English. After interviewing the English Language Learner teacher at our school, assessing ELL students gives the both the home teacher and ELL teacher the information needed to develop a SIOP, (Sheltered Instruction Observation Protocol), for each student. First, all new students are given a home language survey for their parents to fill out. If any language other than English is recorded on the survey, the student is given the WAPT in which this test identifies students who are English Language Learners. Language proficiency levels are determined through the ACCESS test which is given once a year in the early spring, and when the correct levels of English proficiency is determined, then the English Language Learner teacher will devise a plan specially designed to help the ELL student progress in learning English. The students are assessed in listening, speaking, reading, and writing the English language. They are scored on a rubic: one-entering, two-beginning, three-developing, four-expanding, five-bridging, and six-reaching. Then, the results from this assessment are used to make a learning plan for the student. This is a formal assessment, while informal assessments are used and vary throughout the school year. Teachers, (both home and ELL) are given the ACCESS...
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...Applications open: Oct. 18, 2013 Note: The deadline to apply for most fall semester programs is June/July. We continue to accept applications until all seats in a program are filled. To increase your chances of gaining acceptance into a high demand program or an academic program with selection, we recommend you apply for the fall semester before March 1. Application process Step 1: Submit SAIT application & transcripts Apply online at ApplyAlberta and send in your high school/post-secondary transcripts (original & English translation) to international.transcripts@sait.ca (colour scan of original transcripts), mail (original documents), or in person. Documents Required: • Original official high school transcript (last three years) and postsecondary transcripts (if applicable) • Original English translation of transcripts (notarized or certified translations) • Original diploma /degree (Graduation Certificate) and the English translation • English language proficiency results for direct entry (IELTS Academic, TOEFL Internet Based, CLBA, CAEL) • Any other documents that are part of the admissions requirements for a specific program Please note: All electronic transcripts must be in color. Prior Learning Assessment and Recognition will only accept color scanned originals of documents if sending in by email. Step 2: Pay initial fee When applying, the $200 CDN (non-refundable) application fee must be paid by cash, cheque, Certified Cheque, Visa or MasterCard...
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