This study investigated second language learners' fairness perceptions of a classroom-based language test and whether those perceptions were predictive of justice judgments of their language program. Classroom test fairness was conceptualized as a multidimensional construct, consisting of distributive fairness (how fairly test scores represent…

In times of widening participation, Australian universities trade on notions of diversity, framing themselves as hospitable places of access and inclusion. In this space, Academic Language and Learning (ALL) practitioners may be seen as extending the welcome of the university through practices aimed at addressing students' diverse needs. These…

As character education is gaining currency, some institutions have started to incorporate character education into its instructional practices. However, this is not an easy task. Limited hours of contact and teachers' insufficient know-how of teaching and evaluating students' characters have hampered the efforts. This paper reports a small effort…

A number of scholars have questioned the practice of assessing academic writing in the context of a one-off language test, claiming that the time restrictions imposed in the test environment, when compared to the writing conditions typical at university, may prevent learners from displaying the kinds of writing skills required in academic…

Discusses the lack of clarity in which proficiency in written English was taken into account in the assessment of the academic writing of second-language students at a South African university. Argues that, if universities are to be accountable to their students, the criteria used in the assessment of assignments and examinations should be made…