Gokhan Alkanat is the Associate Provost for International Education at Rowan University. As the chief international officer, Dr. Alkanat leads the University’s internationalization strategy, global partnerships, International Student and Scholar Services, Education Abroad, and English Language Program.
As universities expand international pathway programs, ensuring that students are linguistically prepared for degree-level study is both an academic and an operational priority.
Rowan University’s Panama program, developed in partnership with the Government of Panama, illustrates how an English proficiency test can be used not only as an admissions credential, but also as a longitudinal assessment tool that supports English language development, informs progression decisions, and contributes to strong academic outcomes after matriculation.
This approach demonstrates how an English proficiency test—in this case, the Duolingo English Test (DET)—can function not only as an admissions requirement, but also as a tool for tracking language development over time.
Program context: A structured pathway to degree study
Through a cohort-based partnership with the Panamanian government, Rowan University enrolls groups of Panamanian students who come to the United States to pursue bachelor’s degrees across multiple disciplines. Before entering undergraduate programs, students must meet the university’s English language proficiency requirement, including achieving a minimum score of 110 on the DET. To support this transition, students initially enroll in Rowan’s English Language Program (ELP), where they receive intensive instruction in academic English.
Within this pathway, language assessment plays a central role. Rather than relying on a single high-stakes test outcome, Rowan University evaluates students’ English proficiency at multiple points during their language study, allowing the institution to monitor growth and ensure readiness for undergraduate coursework.
To date, a total of 40 students have participated in the program: 37 have successfully matriculated into undergraduate degree programs, and 3 are currently completing the English Language Program. These remaining students are expected to finish in May and begin their undergraduate studies in fall 2026.
Using the Duolingo English Test to measure progress
Rowan University uses the DET throughout students’ enrollment in the English Language Program. Students are tested periodically until they reach the minimum DET score of 110 required for undergraduate degree entry. The university purchases DET test coupons and distributes access codes directly to students, ensuring consistency and equity in testing.
This approach aligns with research in language assessment emphasizing the value of repeated measurement over time. Longitudinal assessment provides a more accurate representation of language development than one-time testing, particularly in instructional settings where proficiency evolves through sustained exposure and practice (Bachman & Palmer, 2010; Fulcher, 2010). Because the DET is adaptive and is administered on demand, it is especially well suited for this program at Rowan.
Data-informed decisions and academic readiness
A key advantage of the DET has been the ability to track scores and progress through the DET institutional portal. We monitor individual and cohort-level performance, allowing us to observe measurable gains in proficiency and to make informed decisions about progression from the English Language Program to undergraduate study.
This model reflects a criterion-referenced approach to assessment, in which scores are interpreted relative to clearly defined benchmarks tied to academic readiness. Research in English for Academic Purposes consistently demonstrates that students who meet threshold levels of academic English proficiency prior to matriculation are more likely to succeed in credit-bearing courses, particularly those requiring advanced reading, writing, and critical analysis skills (Cummins, 2008; Fox, 2009).
By testing students until they reach the undergraduate DET requirement, Rowan University ensures that admissions and placement decisions are supported by multiple data points, enhancing both the validity and transparency of the process.
Academic success after matriculation
The effectiveness of this assessment strategy has been evident in student outcomes. Every Panamanian student who has completed the English Language Program and met the University’s DET benchmark has successfully matriculated into undergraduate programs with strong academic preparation.
Once enrolled, these students have demonstrated very strong academic performance, with an average GPA above 3.5, indicating that they are well equipped to meet the linguistic and academic demands of degree-level study.
Our experience suggests that when an assessment tool is embedded within a structured pathway and aligned with instruction, it functions as more than a gatekeeping mechanism—it becomes a tool that actively supports student success.
Operational efficiency and institutional impact
Online delivery, fast score reporting, and the well-designed admin portal allow us to assess large cohorts with minimal administrative burden. This efficiency has been particularly valuable in pathway programs that require frequent testing and timely progression decisions.
Equally important, the consistent use of the DET across the English Language Program and undergraduate admissions has created better alignment among academic and administrative stakeholders on our campus, which has added to the strength of the overall pathway model.
What this means for pathway programs and English assessment
Rowan University’s Panama program demonstrates how an English proficiency test can be effectively leveraged as a longitudinal assessment tool to support English language development and academic success.
By combining periodic testing, clear proficiency benchmarks, and data-informed decision-making, Rowan has built a pathway that benefits students and the institution alike. The strong academic performance of these students after matriculation underscores the value of integrating DET into pathway and language programs as part of Rowan’s comprehensive international education strategy
References
Bachman, L. F., & Palmer, A. S. (2010). Language assessment in practice: Developing language assessments and justifying their use in the real world. Oxford University Press.
Cummins, J. (2008). BICS and CALP: Empirical and theoretical status of the distinction. In B. Street & N. H. Hornberger (Eds.), Encyclopedia of Language and Education (2nd ed., Vol. 2, pp. 71–83). Springer.
Fox, J. (2009). Moderating top-down policy impact and supporting EAP curricular renewal: Exploring the potential of diagnostic assessment. Journal of English for Academic Purposes, 8(1), 26–42. https://doi.org/10.1016/j.jeap.2008.12.004