Checking assumed proficiency: comparing L1 and L2 performance on a university entrance test

This study compares the results of three groups of participants on the writing component of a centralised L2 university entrance test at the B2 level in Flanders, Belgium. The study investigates whether all Flemish candidates have a B2-level in Dutch upon university entrance, and whether L1 test takers outperform L2 candidates who learned Dutch at home or in Flanders. The results show that, even though the Flemish group outperformed both groups of L2 candidates, not all Flemish candidates reached the B2 level. Additionally, the study compares the results of two groups of L2 users on the same test and shows that candidates who studied Dutch in a Dutch-speaking context do not necessarily outscore candidates who did not. The primary methods of analysis include non-parametric regression and Multi-Faceted Rasch. The results are interpreted in terms of Hulstijn’s conceptualisation of Higher Language Competence, and the study abroad literature. Implications for the university entrance policy are discussed at the end of the paper.publisher: Elsevier articletitle: Checking assumed proficiency: Comparing L1 and L2 performance on a university entrance test journaltitle: Assessing Writing articlelink: http://dx.doi.org/10.1016/j.asw.2016.12.005 content_type: article copyright: © 2016 Elsevier Inc. All rights reserved.status: publishe