Publications by date

NExLA brings together South Africa’s growing corps of well-connected and widely recognised experts on language assessment. The entries below refer to some of their most prominent work. The bibliography focuses mainly on tests of academic literacy, with an emphasis on South African made tests such as the National Benchmark Tests (NBTs), Test of Academic Literacy Levels (TALL), Toets van Akademiese Geletterdheid (TAG) and TALPS (Test of Academic Literacy for Postgraduate Students). From the expertise gained by the design of these tests, other specialised tests were also developed (click here for a list). NExLA is interested in all aspects of language testing.

NExLA’s aim is to further expand our international connections

Established international scholars are included where South African language testing issues have been addressed by them.

How to obtain an article?

1. Items marked with the open access icon are available in PDF for free. To access an article, click on the hyperlinked DOI, or URI.
2. Items marked with the restricted access icon  can only be accessed on the basis of a subscription or fee per article. However, in some cases, we have provided access by linking titles to the pre-published manuscript (where copyright allows it). Look out for an underlined title!

Also see the NExLA bibliography listing publications by first author.

 2024 | 2023 | 2022 | 2021| 2020 | 2019 | 2018 | 2017 |  2016 |  2015  | 2014 | 2013 | 2012 | 2011  | 2010 | 2009  | 2008 | 2007 | 2006 | 2005 | 2004 | 2003

2024

Green, Jonathan, Weideman, Albert, Davis, Charmaine, Judith, Kate & Harmes, Marcus.  Using a five-phase applied linguistics design to develop a contextualized academic literacy placement test for pre-university pathway students. Literacy Research and Instruction, 1-27. https://doi.org/10.1080/19388071.2024.2340031

Salaberry, M. Raphael & Weideman, Albert. 2024.  Context, construct and ethics. In Salaberry, M.R., Weideman, A. & Hsu, W-L. (eds.). Ethics and context in second language testing: Rethinking validity in theory and practice (Chapter 1, pp. 3-27). Routledge. https://doi.org/10.4324/9781003384922 -2

Weideman, Albert. 2024. Yardsticks for the future of language assessment: Disclosing the meaning of measurement. In Salaberry, M.R., Weideman, A. & Hsu, W-L. (Eds.). Ethics and context in second language testing: Rethinking validity in theory and practice (Chapter 9, pp. 220-234). Routledge. https://doi.org/10.4324/9781003384922 -12

Weideman, Albert & Deygers, Bart. 2024.  Validity and validation: An alternative perspective. In Salaberry, M.R., Weideman, A. & Hsu, W-L. (Eds.). Ethics and context in second language testing: Rethinking validity in theory and practice (Chapter 2, pp. 28-50). Routledge. https://doi.org/10.4324/9781003384922 -3

BACK TO THE TOP ^

---

2023 (5 publications)

Fladung, llka, Gruhn, Sophie, Österbauer, Veronika, & Jost, Jörg. (2023). Assessing writing in fourth grade: Rhetorical specification effects on text quality. Assessing Writing, 57: 1-15, Article 100764. https://doi.org/10.1016/j.asw.2023.100764

Gruhn, Sophie, Segers, Elaine, Keuning, Jos, & Verhoeven, Ludo. (2023). Understanding variation in children’s reading comprehension: A dynamic approach. Journal of Computer Assisted Learning. 1–26. https://doi.org/10.1111/jcal.12923

Mahlasela, Johannes. 2023. Equalising Grade 12 home language examination papers in a multilingual education department : The case of Sesotho and English (Doctoral dissertation, North-West University). https://hdl.handle.net/10394/42388

Schildt Laura, Deygers, Bart & Weideman, Albert. 2023. Language testers and their place in the policy web. Language Testing (Online first: article first published online on 17 August). https://doi.org/10.1177/02655322231191133

 Weideman Albert & Van Dyk, Tobie. 2023. Achieving technical economy: A modification of cloze procedure.  Language Teaching Research Quarterly 37 (Special issue in
honour of James Dean Brown’s five-decade contribution to language testing
and assessment). https://doi.org/10.32038/ltrq.2023.3X.0x

BACK TO THE TOP ^

---

2022 (6 publications)

Drennan, Laura.  2022. Transitioning from undergraduate to postgraduate studies: A multistage evaluation of a discipline-specific writing intervention. Journal for Language Teaching, 56(2): 1-24. https://doi.org/10.56285/jltVol56iss2a5293

Mhlongo, Praysgod,  Du Plessis, Colleen & Weideman, Albert. 2022.  The development of a motivation for language learning questionnaire in multilingual South Africa: Context and use. Per Linguam 38(1): 118-141.  https://doi.org/10.5785/38-1-987

Sebolai, Kabelo. 2022. The academic development approach to academic literacy in higher education South Africa: a disconnect between teaching and assessment. Journal for Language Teaching 56(2): 1-16. https://doi.org/10.56285/jltVol56iss2a5387

Sebolai, Kabelo. 2022. Determining the faculty specific academic literacies needs of first year university students: a mixed methods approach. Journal for Language Teaching, 56(2): 1-20. https://doi.org/10.56285/jltVol56iss2a5702

 Van Dyk, Tobie & Weideman, Albert. 2022. Taaltoetsing en die assessering van taalvermoë [Language testing and the assessment of language ability]. In W. Carstens & T. van Dyk (Eds.), Toegepaste Taalkunde in Afrikaans [Applied linguistics in Afrikaans] (pp. 125-1420). Pretoria: Van Schaik.

Weideman, Albert. 2022. Context, construct, and validation: A perspective from South Africa. Language Assessment Quarterly 19(2): 124-141. https://doi.org/10.1080/15434303.2020.1860991

BACK TO THE TOP ^

---

2021 (14 publications)

 Drennan, Laura, Joubert, Michelle, Weideman, Albert & Posthumus, Rohan. 2021. Combined measures of identifying language risk for first-year students. Journal for Language Teaching 55(2): 93-116. https://doi.org/10.4314/jlt.v55i2.4

Grobler, Carina & Smits, F.H. 2021. The development and refinement of a rating scale for beginner students’ foreign language speaking skills. Journal for Language Teaching 55(2): 117-145. https://doi.org/10.4314/jlt.v55i2.5

---

BACK TO THE TOP ^

---

2020 (4 publications)

Louw, Henk, Steyn, Juan & Pool, Jessica. 2020. Utilising lecturer input to inform the design of an audio e-assessment tool. Southern African Linguistics and Applied Language Studies, 38(4): 269-281. https://doi.org/10.2989/16073614.2020.1841660

 Mhlongo, PraysGod, Du Plessis, Colleen, & Weideman, Albert. 2020.  Investigating education students’ language learning beliefs and motivation for learning. Journal for Language Teaching. 54(1): 97-121. https://doi.org.10.4314/jlt.v54i1.1.

Nizonkiza, Déogratias, Van de Poel, Kris, Van Dyk Tobie & Louw, Henk. 2020. Towards modelled testing of productive knowledge of collocations. Southern African Linguistics and Applied Language Studies, 38(4): 307-322. https://10.2989/16073614.2020.1858123

 Sebolai, Kabelo & Stanford, Fiona. 2020. Validating the highest performance standard of a test of academic literacy at a South African university. Per Linguam 36(2): 76-89.
https://doi.org/10.5785/36-2-885

Weideman, Albert. 2020. Complementary evidence in the early-stage validation of language tests: Classical Test Theory and Rasch analyses. Per Linguam 36(2): 57-75. https://doi.org/10.5785/36-2-970.

BACK TO THE TOP ^

---

2019 (6 publications)

Drennan, Laura. 2019. Defensibility and accountability: Developing a theoretically justifiable academic writing intervention for students at tertiary level. PhD thesis, University of the Free State. URI: https://hdl.handle.net/11660/10888

Sebolai, Kabelo. 2019. Validating the performance standards set for language assessments of academic readiness: The case of Stellenbosch University. Stellenbosch Papers in Linguistics Plus, Vol. 56: 65-81. https://doi.org/10.5842/56-0-796

Weideman, Albert. 2019a. Definition and design: aligning language interventions in education. Stellenbosch Papers in Linguistics Plus 56: 31-46.  https://doi.org/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. https://doi.org/10.19108/KOERS.84.1.2451

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

 Weideman, Albert. 2019d.  Assessment literacy and the good language teacher: four principles and their applications. Journal for Language Teaching 53(1): 103-121. https://doi.org/10.4314/jlt.v53i1.5

BACK TO THE TOP ^

---

2018 (4 publications)

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. https://doi/org/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. https://doi/org/10.4314/jlt.v52i1.8

 Steyn, Sanet. 2018. A theoretical justification for the design and refinement of a Test of Advanced Language Ability (TALA). MA dissertation, University of the Free State. [Cum laude] http://hdl.handle.net/11660/10275

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. https://doi/org/10.4314/jlt.v52i1.4

BACK TO THE TOP ^

---

2017 (12 publications)

Butler, Gustav. 2017. Translating the Test of Academic Literacy Levels into Sesotho. Journal for Language Teaching 51(1): 11–43. https://doi/org/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

 Fouché, 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. https://doi.org/10.4314/jlt.v51i1.7

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. https://doi/org/10.1016/j.jeap.2017.02.006

 Gruhn, Sophie & Weideman, Albert. 2017.  The initial validation of a Test of Emergent Literacy (TEL). Per Linguam 33(1):25-53. https://doi/org/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. https://doi.org/10.4314/jlt.v51i1.11

 Scholtz, Desireé. 2017. The appropriateness of standardised tests in academic literacy for diploma programmes of study. Language Matters 48(1): 27-47. https://doi/org/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. https://doi/org/10.4314/jltv51i2.5

Weideman, Albert. 2017. Does responsibility encompass ethicality and accountability in language assessment?  Language & Communication 57(Nov.) 5-13. https://doi/org/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 https://doi/org/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. https://doi/org/10.4102/lit.v38i1.1319

BACK TO THE TOP ^

---

2016 (12 publications)

 Du Plessis, Colleen. 2016. Inferences from the Test of Academic Literacy for Postgraduate Students (TALPS).  Southern African Linguistics and Applied Language Studies.  https://doi/org/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. https://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. https://doi/org/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. https://doi/org/10.1080/10228195.2015.1136674

 Sebolai, Kabelo. 2016. Distinguishing between English proficiency and academic literacy in English. Language Matters 47(1): 45-60. https://doi/org/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. https://doi/org/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. https://doi/org/10.5785/32-2-601

Wadee, 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. https://doi/org/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.  https://doi/org/10.1007/978-3-319-39192-2_9

BACK TO THE TOP ^

---

2015 (12 publications)

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. https://doi.org/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, pp.70-75. Palgrave Macmillan.

  Fleisch, B., Schöer, V. & Cliff, Allan. 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. https://doi.org/10.20853/29-5-530

 Gruhn, Sophie. 2015. The initial validation of a Test of Emergent Literacy. MA dissertation, Rijksuniversiteit Groningen. [cum laude] URI: https://arts.studenttheses.ub.rug.nl/id/eprint/16752

 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. http://hdl.handle.net/11660/2081

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. https://doi/org/ 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. https://doi.org/10.38140/pie.v33i1.1894

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. https://doi.org/10.31901/24566322.2015/10.02.08

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. https://doi/org/10.4314/jlt.v49i1.13

 Van Dyk, Tobie. 2015. Tried and tested. Tijdschrift voor Taalbeheersing 37(2): 159–186. https://doi.org/10.5117/TVT2015.2.VAND

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. https://doi/org/10.2989/16073614.2015.1012691

BACK TO THE TOP ^

---

2014 (12 publications)

  Cliff, Alan. 2014. Entry-level students’ reading abilities and what these abilities might mean for academic readiness. Language Matters, 45(3), 313–324. https://doi.org/10.1080/10228195.2014.958519

 Du Plessis, Colleen. 2014. Issues of validity and generalisability in the Grade 12 English Home Language examination. Per Linguam 30(2): 1–19. https://doi.org/10.5785/30-2-602

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. https://doi/org/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. https://doi/org/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. https://doi.org/10.5785/30-1-214

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. https://doi/org/10.4314/jlt.v48i1.5

 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, H.S. 2014. Towards standardisation: a comparison of two versions of an academic literacy test. Journal for Language Teaching 48(1): 109-129. https://doi/org/10.4314/jlt.v48i1.6

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. https://doi/org/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). https://doi/org/10.4102/lit.v35i1.1074

BACK TO THE TOP ^

---

2013 (11 publications)

  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. https://doi.org/10.4314/jlt.v47i2.4

 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. https://doi.org/10.15700/saje.v33n2a639

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. https://doi/org/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. https://doi.org/10.4314/jlt.v47i1.6

 Patterson, Rebecca & Weideman, Albert. 2013. The typicality of academic discourse and its relevance for constructs of academic literacy.  Journal for Language Teaching, 47(1): 107–123. https://doi.org/10.4314/jlt.v47i1.5

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

Rambiritch, Avasha. 2013. Validating the Test of Academic Literacy for Postgraduate Students (TALPS).  Journal for Language Teaching, 47(1):175–193. https://doi.org/10.4314/jlt.v47i1.8

  Van Dyk, Tobie. 2013. Geldigheid vanuit drie paradigmas beskou: ’n eenheid, of ’n veelheid van perspektiewe?  Journal for Language Teaching, 47(1):153–173. https://doi.org/10.4314/jlt.v47i1.7

  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. https://doi.org/10.4314/jlt.v47i2.3

 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. https://doi.org/10.4314/jlt.v47i2.1

BACK TO THE TOP ^

---

2012 (8 publications)

  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. http://hdl.handle.net/11660/1353

  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. https://doi.org/10.4314/jlt.v46i2.8

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. https://doi.org/10.4314/jlt.v46i2.7

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. https://doi/org/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. https://doi.org/10.4314/jlt.v46i2.9

  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. https://doi.org/10.4314/jlt.v46i2.3

 Weideman, Albert. 2012. Validation and validity beyond Messick. Per Linguam 28(2): 1–14. https://doi.org/10.5785/28-2-526

BACK TO THE TOP ^

---

2011 (7 publications)

 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. https://doi.org/10.4314/jlt.v45i1.71796

 Le, Phuong Loan. 2011. Assessing academic literacy of first year Vietnamese university students: How appropriate is the TALL?  MA dissertation, University of Groningen. URI: http://irs.ub.rug.nl/dbi/4ed5fe28087d7

  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. https://doi.org/10.4314/jlt.v45i2.7

  Petersen-Waughtal, M. & 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. https://doi.org/10.4314/jlt.v45i1.71801

 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. https://doi.org/10.4314/jlt.v45i1.71804

  Weideman, Albert. 2011. Academic literacy tests: Design, development, piloting and refinement. Journal for Language Teaching 45(2): 100–113. https://doi.org/10.4314/jlt.v45i2.6
 Reworked as a workshop presentation for the LANSPAN colloquium, University of Groningen, 4 December, 2012.

BACK TO THE TOP ^

---

2010 (4 publications)

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. http://hdl.handle.net/11660/1918

BACK TO THE TOP ^

---

2009 (9 publications)

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. https://doi.org/10.2989/SALALS.2009.27.3.7.941

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. [Edited transcription of the introduction to a symposium as part of the AILA 2008 conference in Essen, Germany] https://doi.org/10.2989/SALALS.2009.27.3.2.936

 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 dissertation, University of Stellenbosch. http://hdl.handle.net/10019.1/1636

 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. https://doi.org/10.2989/SALALS.2009.27.3.6.940

 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 27(3): 333–344. https://doi.org/10.2989/SALALS.2009.27.3.10.944

 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. https://doi.org/10.2989/SALALS.2009.27.3.3.937

BACK TO THE TOP ^

---

2008 (4 publications)

 Van der Slik, Frans. 2008. Gender bias and gender differences in two tests of academic literacy. In: Geldenhuys, Jurie (Ed.) 2009. 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.

 Van der Walt, Johann L. & Steyn, Faans. 2008. The validation of language tests. Stellenbosch Papers in Linguistics (SPIL), 38: 191–204. https://doi.org/10.5774/38-0-29

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.

BACK TO THE TOP ^

---

2007 (7 publications)

 Butler, Gustav. 2007. A framework for course design in academic writing for tertiary education. PhD thesis, University of Pretoria. http://hdl.handle.net/2263/27887

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.  https://doi.org/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. https://doi/org/10.5785/23-2-53

BACK TO THE TOP ^

---

2006 (3 publications)

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. 2006a. Assessing academic literacy: A task-based approach. Language Matters 37(1): 81–101. https://doi.org/10.1080/10228190608566253

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

BACK TO THE TOP ^

---

2005 (3 publications)

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. https://doi/org/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. https://doi.org/10.5785/21-1-70

 Van Dyk, Tobie. 2005. Towards providing effective academic literacy intervention. Per Linguam 21 (2): 38–51. https://doi.org/10.5785/21-2-75

BACK TO THE TOP ^

---

2004 (2 publications)

 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. https://doi.org/10.5785/21-2-75

 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. https://doi.org/10.4314/jlt.v38i1.6024

BACK TO THE TOP ^

---

2003 (2 publications)

 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 literacy. Per Linguam 19 (1 & 2): 55–65. https://doi.org/10.5785/19-1-89

BACK TO THE TOP ^

---