International Educator - March/April 2018 - 35

admission through its pathway program. ESL faculty developed
a test where students listen to a lecture, such as a TED talk, and
then read a related article. Then they write and speak about the
topic. "We integrate the skills and see to what extent the students
are able to emulate the kind of thing they're going to be asked to
do in a university setting," Stevens says.
For institutions considering developing their own assessments,
Stevens cautions that it involves a significant amount of time and
resources. "We had to give multiple course releases to our testing
committee so they could develop this. It takes a lot of time for

ways. At the secondary level, since many
international boarding schools already
have interviews built into their admissions
process, schools will use Vericant videos
to prescreen applicants and decide who
they want to interview in person. Many
postsecondary institutions use it as a
supplemental part of the application, while
a few use it to help with English placement
once students arrive on campus.
"I have some schools that only watch
videos for students that are already highly
competitive to see that extra differentiation point. Other schools use it at the
other end of the spectrum, for students
who might be borderline," Fung says.
Fordham University has been working
with Vericant for the last three years. Of
its freshman class of 225, approximately 11
percent are international. "I think the main
impetus for giving [video interviews] a

research, item analysis, and piloting and there's a lot of trial and
error, so it's a very time consuming and, in some sense, a very
costly investment," he says.
Other institutions only require secondary tests for students
who meet admissions standards but still score below a certain
threshold. The University of Oregon (UO), which has a relatively low minimum TOEFL score of 61, requires all students
who have a TOEFL of less than 88 to take an additional proficiency test.
Cheryl Ernst, executive director of UO's American English
Institute, says that students can take an online placement prior
to arrival on campus or they can test when they arrive. Students
who do not choose to take the test are automatically placed in the
lowest level of academic English, which has encouraged students
to comply with the policy.
Some universities, such as Fordham, have had promising
results after deciding to give all incoming students who do not
have English as their first language an on-campus placement test
during international student orientation.
According to Esser, the Fordham Institute of American
Language and Culture adapted its ESL test to suit the degree-seeking population. "As a Jesuit university, we require all students to take
philosophy and theology coursework, regardless of their major, at
some point during their freshman year. These are fairly reading- and
writing-intensive courses, and we don't just want to drop a student
into one of those demanding classes without preparation," she says.
Esser says that making sure students are properly placed has

try was not being completely confident in
other assessments that we had been requiring of students. We were not sure that
the information we had was applicable to
how the student would perform once they
were on our campus," says Monica Esser,
director of enrollment group international
initiatives.
While Fordham doesn't require video
interviews for incoming international students, they can enhance a student's application. Esser says they are able to make
more confident decisions about students
who have chosen to interview.
"We are using it to evaluate language
skills, but we also have a different level
of confidence that the student that we're
watching in the interview is the student
whose essays we are reviewing. All of
that information taken together allows
us to make a better admissions decision,"

Esser explains.
Clark University requires all prospective students from mainland China to
either do an interview with Vericant or
to interview with an admissions staff
member. "We use Vericant as a part of our
holistic review process. It is a big component in how we assess English proficiency,
but we also use the video to think about
whether students are ready for a discussion-based classroom," says Matthew
Johnston, assistant director of admissions.
Vericant currently offers in-person
interviews in mainland China and remote
interviews in the rest of the world. The
company is currently seeing an increased
demand for its services. "Last year we
sent over 14,000 interview videos to our
partner schools. This year we are expecting to send over 20,000," says Seth Gummere, senior vice president at Vericant.

M A R .+ A P R . 2018 INTERNATIONAL EDUCATOR

35  



Table of Contents for the Digital Edition of International Educator - March/April 2018

From the Desk of
Frontlines
In Brief
Global Spotlight: Canada
Quick Questions
Feature: Using Technology to Reach Students Where They Are
Feature: Global Connections, Staying Local: Online International Education Continues to Grow As an Alternative—and Support—to In-Person Study
Feature: Getting to Work How Career Services Offices Are Helping Students Launch Their Careers
Feature: How Assessment Approaches Measure Up
Education Abroad
International Student Affairs
International Enrollment
International Education Leadership
Forum
In Focus
International Educator - March/April 2018 - Cover1
International Educator - March/April 2018 - Cover2
International Educator - March/April 2018 - 1
International Educator - March/April 2018 - 2
International Educator - March/April 2018 - 3
International Educator - March/April 2018 - 4
International Educator - March/April 2018 - 5
International Educator - March/April 2018 - 6
International Educator - March/April 2018 - 7
International Educator - March/April 2018 - From the Desk of
International Educator - March/April 2018 - Frontlines
International Educator - March/April 2018 - In Brief
International Educator - March/April 2018 - 11
International Educator - March/April 2018 - 12
International Educator - March/April 2018 - Global Spotlight: Canada
International Educator - March/April 2018 - 14
International Educator - March/April 2018 - 15
International Educator - March/April 2018 - Quick Questions
International Educator - March/April 2018 - 17
International Educator - March/April 2018 - Feature: Using Technology to Reach Students Where They Are
International Educator - March/April 2018 - 19
International Educator - March/April 2018 - 20
International Educator - March/April 2018 - 21
International Educator - March/April 2018 - 22
International Educator - March/April 2018 - 23
International Educator - March/April 2018 - Feature: Global Connections, Staying Local: Online International Education Continues to Grow As an Alternative—and Support—to In-Person Study
International Educator - March/April 2018 - 25
International Educator - March/April 2018 - 26
International Educator - March/April 2018 - 27
International Educator - March/April 2018 - Feature: Getting to Work How Career Services Offices Are Helping Students Launch Their Careers
International Educator - March/April 2018 - 29
International Educator - March/April 2018 - 30
International Educator - March/April 2018 - 31
International Educator - March/April 2018 - Feature: How Assessment Approaches Measure Up
International Educator - March/April 2018 - 33
International Educator - March/April 2018 - 34
International Educator - March/April 2018 - 35
International Educator - March/April 2018 - 36
International Educator - March/April 2018 - 37
International Educator - March/April 2018 - Education Abroad
International Educator - March/April 2018 - 39
International Educator - March/April 2018 - International Student Affairs
International Educator - March/April 2018 - 41
International Educator - March/April 2018 - International Enrollment
International Educator - March/April 2018 - 43
International Educator - March/April 2018 - International Education Leadership
International Educator - March/April 2018 - 45
International Educator - March/April 2018 - Forum
International Educator - March/April 2018 - 47
International Educator - March/April 2018 - In Focus
International Educator - March/April 2018 - Cover3
International Educator - March/April 2018 - Cover4
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