Bibliography

2019

Weideman, Albert. 2019a. Definition and design: aligning language interventions in education. Stellenbosch Papers in Linguistics Plus 56: 31-46.  DOI: 10.5842/56-0-782.

Weideman, Albert. 2019b. Degrees of adequacy: the disclosure of levels of validity in language assessment. Koers: Bulletin for Christian Scholarship 84(1): 1-15. DOI: 10.19108/KOERS.84.1.2451.

Weideman, Albert. 2019c. Validation and the further disclosures of language test design. Bulletin for Christian Scholarship 84(1): 1-10. DOI: 10.19108/KOERS.84.1.2452.

 

2018

Sebolai, Kabelo. 2018. The differential predictive validity of a test of academic literacy for students from different English language school backgrounds. Southern African Linguistics and Applied Language Studies. DOI:10.2989/16073614.2018.1480899.

Sebolai, Kabelo. 2018. Revisiting the meaning of validity for language testing:  The case of two tests of English language ability  Journal for Language Teaching 52(1): 152-168. DOI: 10.4314/jlt.v52i1.8.

Van der Walt, Johann L. & Mostert, Annemarie. 2018. Academic literacy and the development of inference skills at secondary school level. Journal for Language Teaching 52(1): 62 –80. DOI: 10.4314/jlt.v52i1.4.

 

2017

Butler, Gustav. 2017. Translating the Test of Academic Literacy Levels into Sesotho. Journal for Language Teaching 51(1): 11–43.  DOI: 10.4314/jlt.v5i1.1.

Du Plessis, Colleen. 2017.  Developing a theoretical rationale for the attainment of greater equivalence of standard in the Grade 12 Home Language exit-level examinations. PhD thesis, University of the Free State URI: http://hdl.handle.net/11660/6421.

Fouche, Ilse; Van Dyk, Tobie & Butler, Gustav. 2017. An “enlightening course that empowers first years”? A holistic assessment of the impact of a first-year academic literacy course. Journal of English for Academic Purposes 27: 14-30.  DOI: 10.1016/j.jeap.2017.02.006.

Fouche, Ilse. 2017.  2017. Impact measurement: quantitatively determining the improvement in students’ academic literacy levels at a South African university.  Journal for Language Teaching  51(1): 163 –199.

Gruhn, Sophie & Weideman, Albert. 2017.  The initial validation of a Test of Emergent Literacy (TEL). Per Linguam 33(1):25-53. DOI: 10.5785/33-1-698.

Keyser, Gini. 2017. Die teoretiese begronding vir die ontwerp van ‘n nagraadse toets van akademiese geletterdheid in Afrikaans. MA dissertation, University of the Free State. URI: http://hdl.handle.net/11660/7704.

Myburgh-Smit, Jo-Mari & Weideman, Albert. 2017. Refinement and uses of a test of academic literacy for Grade 10 students. Journal for Language Teaching 51(1): 271-295. 25.

Scholtz, Desireé. 2017. The appropriateness of standardised tests in academic literacy for diploma programmes of study. Language Matters 48(1): 27-47. DOI: 10.1080/10228195.2016.1271350.

Steyn, HS & Van der Walt, Johann L. 2017. Setting a cut-off score for a placement test at tertiary level. Journal for Language Teaching 51(2): 105-118. DOI: 10.4314/jltv51i2.5.

Weideman, Albert. 2017. Does responsibility encompass ethicality and accountability in language assessment?  Language & Communication 57(Nov.) 5-13. DOI: 10.1016/j.langcom.2016.12.004.

Weideman, Albert. 2017. The refinement of the idea of consequential validity within an alternative framework for responsible test design. In J. Allan & A.J. Artiles (Eds) 2017. Assessment inequalities: Routledge World Yearbook of Education, Chapter 12, pp. 218-236. London: Routledge DOI: 10.4324/9781315517377.

Weideman, Albert; Du Plessis, Colleen & Steyn, Sanet.  2017. Diversity, variation and fairness: Equivalence in national level language assessments.  Literator 38(1): 9p. DOI: 10.4102/lit.v38i1.1319.

 

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.

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.

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

Fouché, Ilse, Van Dyk, Tobie & Butler, Gustav. 2016. Impact measurement: towards creating a flexible evaluation design for academic literacy interventions. Stellenbosch Papers in Linguistics 45, 109-145. DOI: http://spil.journals.ac.za/pub/article/view/202.

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. URI: http://hdl.handle.net/11660/5408.

Van der Walt, Johann L. & Steyn, H.S.  2016. A norm for an academic literacy placement test. Journal for Language Teaching 50(1): 167-181. DOI: 10.4314/jlt.v50i1.8.

Van Dyk, Tobie, Louw, Henk, Nizonkiza Deogratias & Van de Poel, Kris.  2016. Productive knowledge of collocations may predict academic literacy. Per Linguam 32(2): 66-81. DOI: 10.5785/32-2-601.

Waddee, A.A. & Cliff, Alan. 2016. Pre-admission tests of learning potential as predictors of academic success of first-year medical students.  South African Journal of Higher Education 30(2): 264-278. DOI: 10.20853/30-2-619.

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, Chapter 9, pp. 179-196. Cham: Springer,  DOI: 10.1007/978-3-319-39192-2_9.

 

2015

Cliff, Alan. 2015. The National Benchmark Test in Academic Literacy: how might it be used to support teaching in higher education? Language Matters 46(1): 3-21 9.

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.  Language, Culture and Curriculum 28(3): 209-225. DOI: 10.1080/07908318.2015.1083999.

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, Chapter 4, pp.70-75. Palgrave Macmillan.

Fleisch, B., Schöer, V. & Cliff, A. 2015. When signals are lost in aggregation: A comparison of language marks and competencies of entering university students. South African Journal of Higher Education 29(5): 156–178.

Gruhn, Sophie. 2015. The initial validation of a Test of Emergent Literacy. MA dissertation, cum laude, Rijksuniversiteit Groningen.

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#.

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.

Sebolai, Kabelo & Dzansi, D.Y.  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.

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 (331(1): 31-46. DOI: 10.2989/16073614.2015.1012691.

 

2014

Cliff, Alan. 2014. Entry-level students’ reading abilities and what these abilities might mean for academic readiness. Language Matters 45(3): 313-324.

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: 10.4314/jlt.v48i42.6.

Nizonkiza, Déogratias & Van den Berg, Karien. 2014. The dimensional approach to vocabulary testing: What can we learn from past and present practices? Stellenbosch Papers in Linguistics 43: 45-61. DOI: 10.5774/43-0-169.

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: 10.4314/jlt.v48i1.5.

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

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

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

Van Dyk, Tobie & Taljaard, Marlies. 2014. Ses van die een en ‘n halfdosyn van die ander? ‘n Ondersoek na moontlike vlakke van oorvleueling tussen matriek-Afrikaans en -Engels en die NWU se Akademiese Geletterdheidstoets en -kursusse.  Journal for Language Teaching 48(2): 105 –125 .  DOI: 10.4314/jlt.v48i2.5.

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

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

 

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, Mary & Nel, Mirna.. 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.

Hattingh, Karien & Van der Walt,  Johann L. 2013. The development and validation of a rating scale for ESL essay writing. Journal for Language Teaching 47(1): 73-105. DOI: 10.4314/jlt.v47i1.4.

Patterson, Rebecca. 2013. Diagnosing for design: Aligning language assessment and language instruction. BA Hons. long essay, University of the Free State.

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

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.

Pot, Anna. 2013. Diagnosing academic language ability: An analysis of TALPS. MA dissertation, Applied Linguistics, summa cum laude, Rijksuniversiteit Groningen. [See 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.

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.

 

2012

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

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.

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.

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.

Scholtz, Desireé. 2012. Using the National Benchmark Tests in Engineering diplomas: revisiting generic academic literacy. Journal for Language Teaching 46(1): 46-58. DOI: 10.4314/jlt.v46i1.3.

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.

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

 

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.

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

Van Dyk, Tobie, Cillié, K., Coetzee, M., Ross, S. & Zybrands, H. 2011. Ondersoek na die impak van ’n leesintervensie op eerstejaarstudente se akademiese taalvermoë. LitNet Akademies, 8(3) December 2011.

Van Dyk, Tobie; Van Rensburg, Alta & Marais, Fiona. 2011. Levelling the playing field: An investigation into the translation of tests. Journal for Language Teaching 45(1): 153-169.

Weideman, Albert. 2011. Academic literacy tests: design, development, piloting and refinement. Journal for Language Teaching 45(2):100-113.

Reworked as a workshop presentation for the LANSPAN colloquium, University of Groningen, 4 Dec., 2012.

 

2010

Fouché, 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.

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.

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

 

2009

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

Cliff, Alan & Hanslo, M. 2009. The design and use of ‘alternate’ assessments of academic literacy as selections mechanisms in Higher Education. Southern African Linguistics and Applied Language Studies (Special issue: Assessing and developing academic literacy) 27(3): 265 – 276.

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

Hattingh, Karien. 2009. The validation of a rating scale for the assessment of compositions in ESL. PhD thesis, North-West University. URI: http://hdl.handle.net/10394/4203.

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. Southern African Linguistics and Applied Language Studies (Special issue: Assessing and developing academic literacy) 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. Southern African Linguistics and Applied Language Studies (Special issue: Assessing and developing academic literacy) 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. Southern African Linguistics and Applied Language Studies (Special issue: Assessing and developing academic literacy) 27(3): 235-251. (Listed by Routledge as one of the top cited articles from SALALS).

 

2008

Van der Slik, Frans. 2008. Gender bias and gender differences in two tests of academic literacy. Southern African Linguistics and Applied Language Studies (Special issue: Assessing and developing academic literacy) 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 in 2008.

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

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.

 

2007

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

Cliff, Alan, Ramaboa, K. & Pearce, C. 2007. The assessment of entry-level students’ academic literacy: does it matter? Ensovoort (Special edition), 11(2): 33 – 48.

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

Naudé, Elsie, Louw, Brenda & Weideman, Albert.  2007. First steps toward developing tools for language assessment in multilingual urban pre-schoolers. Southern African Linguistics and Applied Language Studies 25(4): 519-538. DOI: 10.2989/16073610709486479

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.

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

Van der Walt, Johann L. & Hattingh, Karien. 2007. Fluency and accuracy levels of grade 12 ESL learners. Per Linguam, 23(2): 15-28. DOI: 10.5785/23-2-53.

 

2006

Cliff, Alan & Yeld, Nan. 2006. Test domains and constructs: academic literacy. In H. Griesel (Ed.) Access and entry level benchmarks: the National Benchmark Tests project, pp. 19-27. Pretoria: Higher Education South Africa.

Weideman, Albert. 2006. Assessing academic literacy: 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.

 

2005

Hattingh, Karien, Van der Walt, Johann L .  2005. An index formula for measuring development in second language writing. Journal for Language Teaching 39(2): 293 – 304. DOI: 10.4314/jlt.v39i2.6063.

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

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

 

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.

 

2003

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

Weideman, Albert. 2003. Assessing and developing academic lit