Innovation in Language Learning

In Austria, the Matura serves as the primary university entrance qualification, equivalent to for example A-levels in the UK. However, several alternatives exist for students seeking different professional pathways. The Berufsreifeprüfung combines vocational training with a selection of academic subjects, allowing apprentices to gain university eligibility. The Studienberechtigungsprüfung (SBP) is designed for adults without a Matura but sufficient professional experience, enabling access to specific university programmes after passing relevant exams in selected subjects aligned with the domain of interest. These alternatives cater to diverse educational needs, ensuring flexibility for students with varying academic and career goals. Thus, this contribution describes the administrative and preparatory steps for the Studienberechtigungsprüfung in English, and the design as well as the execution of the accompanying mandatory evening classes over an academic year. It also draws conclusions after an eight-year period of preparing and examining – starting with a placement test to the final exam – student cohorts in English with a particular focus on formative assessment. Additionally, the contribution contrasts the examination process as well as the success rate of candidates preparing individually for the university entrance exam (SBP). The first part of the discussion analyses the content (re-)development and its adaptation in class, the organisational aspects regarding individual coaching and counselling options, as well as the varying student progress respectively success. The second part addresses the challenges in the execution due to the participants’ different professional and private backgrounds, the learning progress, and the constant evaluation process for the further programme development.

Keywords: University entrance qualification, content development, class design, formative assessment, execution challenges 

References: For abstract none used, none required.