Research on tests of academic literacy

Tests_of_academic_literacy-160pxThe academic literacy assessments that have been developed by me, my students and ICELDA associates have elicited a wide range of studies and analyses in the form of articles in accredited scholarly journals, master’s dissertations and doctoral theses. These studies have subjected their designs to comprehensive scrutiny. Moreover, the analyses and validation studies of the tests have been done not only by those involved in designing and refining them, but also by scholars not directly involved in their development.

Below are some of the most prominent of the completed and envisaged work. If you know about other studies not listed here, please inform Albert Weideman so that they can be added.

All links were checked on 22-Aug-2016. Please notify the webmaster immediately if you encounter a broken link.

  • To access an article, click on the hyperlinked title.
  • Items marked with the open access icon  access_open  are available in PDF for free.

2017 2016 | 2015 | 2014 | 2013 | 2012 | 2011 | 2010 | 2009 | 2008 | 2007 | 2006 | 2005 | 2004  | 20032002

2017


2016

Du Plessis, Colleen. 2016. Inferences from the Test of Academic Literacy for Postgraduate Students (TALPS)Southern African Linguistics and Applied Language Studies.  DOI: 10.2989/16073614.2015.1108206.

access_open Fouché, Ilse. 2016. Assessing the impact of academic literacy interventions in higher education: an evaluation design. PhD thesis, North-West University, Potchefstroom.

Rambiritch, Avasha & Weideman, Albert. 2016. Telling the story of a test: The Test of Academic Literacy for Postgraduate Students (TALPS). In: Read, J. (Editor). Post-admission language assessment of university students. Cham: Springer, Chapter 10, pp. 197-216. DOI: 10.1007/978-3-319-39192-2_10.

Rambiritch, Avasha. 2016. Evaluating the effectiveness of a writing intervention for first-year, ‘at-risk’ students
Language Matters 47(1): 22-44. DOI: 10.1080/10228195.2015.1136674.

Sebolai, Kabelo. 2016. Distinguishing between English proficiency and academic literacy in English, Language Matters 47(1): 45-60. DOI: 10.1080/10228195.2015.1124281.

Sebolai, Kabelo. 2016. The incremental validity of three tests of academic literacy in the context of a South African university of technology. PhD thesis, University of the Free State. Available: http://hdl.handle.net/11660/5408.

Weideman, Albert, Patterson, Rebecca & Pot, Anna. 2016. Construct refinement in tests of academic literacy. In: Read, J. (Editor). Post-admission language assessment of university students. Cham: Springer, Chapter 9, pp. 179-196. DOI: 10.1007/978-3-319-39192-2_9.

 access_open  Du Plessis, Colleen, Steyn, Sanet & Weideman, Albert. 2016. Die assessering van huistale in die Suid-Afrikaanse Nasionale Seniorsertifikaateksamen: die strewe na regverdigheid en groter geloofwaardigheid. LitNet Akademies 13(1): 425-443.

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2015

Du Plessis, Colleen & Du Plessis, Theodorus. 2015. Dealing with disparities: the teaching and assessment of official languages at first language level in the grade 12 school-leaving phase in South Africa.  DOI10.1080/07908318.2015.1083999

Elder, Catherine, & Read, John. 2015. Post-entry assessments in other countries: The Test of Academic Literacy Levels (TALL) (South Africa). In: Assessing English proficiency for university study, Palgrave Macmillan, Chapter 4, p.70-75.

access_open  Gruhn, Sophie. 2015. The initial validation of a Test of Emergent Literacy. MA dissertation, Rijksuniversiteit Groningen. [Cum laude] 

Myburgh, Jo-Mari. 2015. The assessment of academic literacy at pre-university level: a comparison of the utility of academic literacy tests and Grade 10 Home Language results. MA dissertation, University of the Free State.

Pot, Anna, & Weideman, Albert. 2015. Diagnosing academic language ability: An analysis of the Test of Academic Literacy for Postgraduate Students. Language Matters 46(1): 22-43. DOI: 10.1080/10228195.2014.986665#.

access_open  Pretorius, Marilize. 2015. The theoretical justification for the design of a communicative course for nurses: Nurses on the Move.  MA dissertation, University of the Free State. [Cum laude]

access_open  Rambiritch, Avasha. 2015. Accountability issues in testing academic literacy: the case of the Test of Academic Literacy for Postgraduate Students (TALPS). Perspectives in Education 33(1): 26-44.

Sebolai, Kabelo & Huff, Lindsay. 2015. Academic literacy curriculum renewal at a South African university : a case study. Journal for Language Teaching, 49(1): 333-351. DOI: 10.4314/jlt.v49i1.13.

access_open  Sebolai, Kabelo, and Dzansi, DY.  2015. Measuring the impact of an academic literacy programme at a South African University of Technology. International Journal of Educational Sciences 10(2): 248-255.

Van Dyk, Tobie. 2015. Tried and tested. Tijdschrift voor Taalbeheersing 37(2): 159-186.

access_open  Van Rooy, Bertus, & Coetzee-Van Rooy, Susan. 2015. The language issue and academic performance at a South African University. Southern African Linguistics and Applied Language Studies, 1-16. DOI: 10.2989/16073614.2015.1012691. The first 50 downloads are free.

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2014

access_open  Du Plessis, Colleen. 2014. Issues of validity and generalisability in the Grade 12 English Home Language examination. Per Linguam 30(2):1-19.

Du Plessis, Colleen & Weideman, Albert. 2014. Writing as construct in the Grade 12 Home Language curriculum and examination.  Journal for Language Teaching 48(2): 121-141. DOI: http://dx.doi.org/10.4314/jlt.v48i42.6.

access_open  Rambiritch, Avasha. 2014. The accessibility of the test of academc literacy for postgraduate students (TALPS): student perceptions. Per Linguam 30(1):18-27.

Sebolai, Kabelo. 2014. Disparate impact, justice and fairness: a case study of the Test of Academic Literacy Levels.  Journal for Language Teaching 48(1): 89-107. DOI: http://dx.doi.org/10.4314/jlt.v48i1.5.

access_open  Steyn, Sanet. 2014. The design and refinement of a test of early academic literacy. MA dissertation, Rijksuniversiteit, Groningen. [Cum laude].

Van der Walt, Johann L & Steyn, HS. 2014. Towards standardisation: a comparison of two versions of an academic literacy test. DOI: http://dx.doi.org/10.4314/jlt.v48i1.6.  Journal for Language Teaching 48(1): 109-129.

access_open  Van Dyk, Tobie. 2014. Academic literacy stretches beyond language development. NWU Research Dynamics [Virtual papers].

access_open  Weideman, Albert. 2014. Academic literacy: why is it important?  [Introduction]. In Weideman & Van Dyk, (Eds.) Academic literacy: test your competence  Bloemfontein: Geronimo, p. ii-ix.

access_open  Weideman, Albert, Patterson, Rebecca, & Pot, Anna. 2014. Construct refinement in tests of academic literacy. Contribution to a colloquium on Post-entry Language Assessments at AAAL, Portland, Oregon.

access_open  Weideman, Albert. 2014. Innovation and reciprocity in applied linguistics. Literator 35(1). DOI: http://dx.doi.org/10.4102/lit.v35i1.1074

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2013

Butler, Gustav. 2013. Discipline-specific versus generic academic literacy intervention for university education: an issue of impact? Journal for Language Teaching, 47(2): 71-87

Grosser, M M & Nel, M.. 2013. The relationship between the critical thinking skills and the academic language proficiency of prospective teachers. South African Journal of Education, 33(2: 1-17.

 Patterson, Rebecca & Weideman, Albert. 2013. The refinement of a construct for tests of academic literacy. Journal for Language Teaching, 47(1): 125-151.

access_open  Patterson, Rebecca & Weideman, Albert. 2013. The typicality of academic discourse and its relevance for constructs of academic literacy.discourse.  Journal for Language Teaching, 47(1): 107-123.

access_open  Pot, Anna. 2013. Diagnosing academic language ability: An analysis of TALPS. MA dissertation, Applied Linguistics, Rijksuniversiteit Groningen. [Summa cum laudesee related news article]

Rambiritch, Avasha. 2013. Validating the Test of Academic Literacy for Postgraduate Students (TALPS).  Journal for Language Teaching, 47(1):175-193.

Van Dyk, Tobie. 2013. Geldigheid vanuit drie paradigmas beskou: ’n eenheid, of ’n veelheid van perspektiewe?  Journal for Language Teaching, 47(1):153-173.

Van Dyk, Tobie & Van de Poel, Kris. 2013. Towards a responsible agenda for academic literacy development: considerations that will benefit students and society. Journal for Language Teaching, 47(2): 43-69.

access_open  Weideman, Albert. 2013. Academic literacy interventions: what are we not yet doing, or not yet doing right?  Journal for Language Teaching, 47(2): 11-23.

access_open  Weideman, Albert. 2013. Applied linguistics beyond postmodernism. Acta Academica, 45(4):236-255.

access_open  Weideman, Albert. 2013. Innovation and reciprocity in applied linguistics. Keynote address, LSSA/SAALA/SAALT Conference 2013, Stellenbosch, 1-4 July 2013. [Also published in Literator http://dx.doi.org/10.4102/lit.v35i1.1074.]

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2012

access_open   Du Plessis, Colleen. 2012. The design, refinement and reception of a test of academic literacy for postgraduate students. MA dissertation, University of the Free State. [Cum laude].

Du Plessis, Colleen. 2012. Facing up to literacy: Perceptions and performance in a test of academic literacy for postgraduate students. Journal for Language Teaching, special edition: Festschrift in honour of Albert Weideman, 46(2):43-57.

access_open  Rambiritch, Avasha. 2012. Challenging Messick: proposing a theoretical framework for understanding. Journal for Language Teaching, special edition: Festschrift in honour of Albert Weideman, 46(2):108-122.

access_open  Rambiritch, Avasha. 2012. Transparency, accessibility and accountability as regulative conditions for a postgraduate test of academic literacy. PhD thesis, University of the Free State. URI: http://hdl.handle.net/11660/1571.

Van der Walt, Johann L. 2012. The meaning and uses of language test scores: an argument-based approach to validation. Journal for Language Teaching, special edition: Festschrift in honour of Albert Weideman, 46(2):43-57.

Van Dyk, Tobie & Van der Slik, Frans. 2012. Dalende geletterdheidsvlakke: feit of fiksie? Journal for Language Teaching, special edition: Festschrift in honour of Albert Weideman, 46(2):43-57.

access_open  Weideman, Albert. 2012. Validation and validity beyond Messick Umalusi 2012 Conference: Standards in Education and Training: The Challenge, Johannesburg, 10-12 May 2012.

access_open  Weideman, Albert. 2012. Validation and validity beyond Messick. Per Linguam, 28(2):1-14.

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2011

Butler, Gustav. 2011. Supervisor perceptions of the academic literacy requirements of postgraduate students at the University of Pretoria. Journal for Language Teaching 45(1): 7-22.

access_open  Le, Phuong Loan. 2011. Assessing academic literacy of first year Vietnamese university students: How appropriate is the TALL?  MA dissertation, University of Groningen.

Le, Phuong Loan, Du Plessis, Colleen & Weideman, Albert. 2011. Test and context: the use of the test of academic literacy levels (TALL) at a tertiary institution in Viêt nam. Journal for Language Teaching 45(2): 115 -131.

Petersen-Waughtall, M. & Van Dyk, Tobie. 2011. Towards informed decision making: The importance of baseline academic literacy assessment in promoting responsible university access and supportJournal for Language Teaching  45 (1): 99-114.

Van Dyk, Tobie, Van Rensburg, Alta & Marais, Fiona. 2011. Levelling the playing field: An investigation into the translation of tests. Journal for Language Teaching45(1): 153-169.

Weideman, Albert. 2011. Academic literacy tests: Design, development, piloting and refinement. Journal for Language Teaching 45(2):100-113.
access_open  Reworked as a workshop presentation for the LANSPAN colloquium, University of Groningen, 4 Dec., 2012.

access_open  Weideman, Albert. 2011. Applied linguistics beyond postmodernism. [Keynote address]. 2011 ABLA Day:  Applied Linguistics: Bridge-builder in a Globalised World, Antwerpen, 10 Dec. 2011.

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2010

access_open  Fouche, Ilse. 2010. Improving the academic literacy levels of first-year Natural Sciences students by means of an academic literacy intervention. MA dissertation, University of Pretoria.

access_open  Marais, Fiona & Van Dyk, Tobie. 2010. Put listening to the test: an aid to decision making in language placement. Per Linguam 26(2): 34-51.

Van der Slik, Frans & Weideman, Albert. 2010. Examining bias in a test of academic literacy: does the Test of Academic Literacy Levels (TALL) treat students from English and African language backgrounds differently? Journal for Language Teaching 44(2): 106-118.

 access_open  Van Dyk, Tobie. 2010. Konstitutiewe voorwaardes vir die ontwerp van ’n toets van akademiese geletterdheid [TAG]. PhD thesis, University of the Free State.

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2009

Butler, Gustav. 2009. The design of a postgraduate test of academic literacy: accommodating student and supervisor expectations. In: Geldenhuys, Jurie (Ed.). 2009. Assessing and developing academic literacy, special issue of Southern African Linguistics and Applied Language Studies 27(3): 291-300.

Davies, Alan. 2009. Assessing the academic literacy of additional-language students. In: Geldenhuys, Jurie (Ed.). 2009. Assessing and developing academic literacy, special issue of Southern African Linguistics and Applied Language Studies 27(3): xi- xii.

access_open  Marais, Fiona. 2009. An investigation into the significance of listening proficiency in the assessment of academic literacy levels at Stellenbosch University . MPhil thesis (Modern Foreign Languages), University of Stellenbosch.

Van der Slik, Frans & Weideman, Albert. 2009. Revisiting test stability: further evidence relating to the measurement of difference in performance on a test of academic literacy. In: Geldenhuys, Jurie (Ed.). 2009. Assessing and developing academic literacy, special issue of Southern African Linguistics and Applied Language Studies 27(3): 253-263.

Van Dyk, Tobie, Zybrands, Helena, Cillié, Karlien & Coetzee, Marisca. 2009. On being reflective practitioners: the evaluation of a writing module for first-year students in the Health Sciences. In: Geldenhuys, Jurie (Ed.). 2009. Assessing and developing academic literacy, special issue of Southern African Linguistics and Applied Language Studies 27(3):333-344. (One of the top cited SALALS articles – editor’s report, 2010).

Weideman, Albert. 2009. Academic literacy: Prepare to learn. Pretoria: Van Schaik.

Weideman, Albert. 2009. Constitutive and regulative conditions for the assessment of academic literacy. In: Geldenhuys, Jurie (Ed.). 2009.  Assessing and developing academic literacy, special issue of Southern African Linguistics and Applied Language Studies 27(3): 235-251. Listed by Routledge as one of the top cited articles from SALALS.

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2008

Van der Slik, Frans. 2008. Gender bias and gender differences in two tests of academic literacy. In: Geldenhuys, Jurie (Ed.). 2009. Assessing and developing academic literacy, special issue of Southern African Linguistics and Applied Language Studies 27(3): 277- 290.

Van der Slik, Frans & Weideman, Albert. 2008. Measures of improvement in academic literacy. Southern African Linguistics and Applied Language Studies 26(3): 363-378. Listed by Routledge as one of the top cited articles from SALALS.

access_open  Van der Walt, Johann L. & Steyn, F. 2008. The validation of language tests. Stellenbosch papers in linguistics, Vol. 38: 191-204.

access_open  Weideman, Albert & Van der Slik, Frans. 2008. The stability of test design: measuring difference in performance across several administrations of a test of academic literacy. Acta Academica 40(1): 161-182.

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2007

access_open  Butler, Gustav. 2007. A framework for course design in academic writing for tertiary education. PhD thesis, University of Pretoria.

Geldenhuys, Jurie. 2007. Test efficiency and utility: Longer and shorter tests. Ensovoort 11 (2): 71-82.

access_open  Van der Slik, Frans & Weideman, Albert. 2007. Testing academic literacy over time: Is the academic literacy of first year students deteriorating? Ensovoort 11(2): 126-137.

access_open  Van der Walt, Johann L. & Steyn, H.S. jr. 2007. Pragmatic validation of a test of academic literacy at tertiary level. Ensovoort 11 (2): 138-153.

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2006

access_open  Weideman, Albert. 2006. Assessing academic literacy in a task-based approach. Language Matters 37(1): 81- 101.

Weideman, Albert. 2006. Transparency and accountability in applied linguistics. Southern African Linguistics and Applied Language Studies 24(1): 71-86. DOI: 10.2989/16073610609486407

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2005

access_open  Van der Slik, Frans & Weideman, Albert. 2005. The refinement of a test of academic literacy. Per Linguam 21 (1):23-35.

access_open  Van Dyk, Tobie. 2005. Towards providing effective academic literacy intervention. Per Linguam 21 (2):38-51.

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2004

Van Dyk, Tobie & Weideman, Albert. 2004. Finding the right measure: from blueprint to specification to item type. Journal for Language Teaching 38 (1): 15-24.

Van Dyk, Tobie & Weideman, Albert. 2004. Switching constructs: on the selection of an appropriate blueprint for academic literacy assessment.  Journal for Language Teaching 38 (1): 1-13.

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2003

Cooper, Patricia & Van Dyk, Tobie 2003. Measuring vocabulary: a look at different methods of vocabulary testingPerspectives in Education, 21(1): 67-80.

access_open  Weideman, Albert. 2003. Assessing and developing academic literacy. Per Linguam 19 (1 & 2): 55 -65.

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2002

Weideman, Albert & Van Rensburg, Christo. 2002. Language proficiency: current strategies, future remedies. Journal for Language Teaching Studies, 36 (1 & 2): 152- 164.

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