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On this page an article is listed under AUTHOR, then by DATE and then alphabetically according to ARTICLE TITLE. Note than the same item may be listed under the first author, but also under co-author(s), resulting in duplicate or even triplicate entries. [See also: NExLA bibliography by date].
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B
Butler, H.G. (Gustav)
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.
Fouché, 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.
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.
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
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.
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.
Butler, Gustav. 2007. A framework for course design in academic writing for tertiary education. PhD thesis, University of Pretoria.
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C
Cliff, Alan
Cliff, Alan. 2021. The use of mediation and feedback in a standardised test of academic literacy: theoretical and design considerations.. In Weideman, Albert, Read, John & Du Plessis, Theo (Eds.) Assessing academic literacy in a multilingual society: Transition and transformation, pp. 75-92.
Wadee, AA & 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.
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.
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.
Cliff, Alan. 2014. Entry-level students’ reading abilities and what these abilities might mean for academic readiness. Language Matters, 45 (3), 313 – 324.
Cliff, Alan and Montero, Eiliana. 2010. The balance between excellence and equity on admission test: contributions of experiences in South Africa and Costa Rica [English translation]. Ibero-American Journal of Educational Evaluation. 3 (2): 8 28.
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 edition), 27(3): 265 – 276.
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.
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.
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Coetzee-Van Rooy, Susan
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 31(1) 31-46. DOI: 10.2989/16073614.2015.1012691.
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D
Davies, Alan
Professor Alan Davies, founding father and major theorist of the field of applied linguistics, honoured South African linguists by writing the introduction to a special issue of the Southern African Linguistics and Applied Language Studies.
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.
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Drennan, Laura
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
Drennan, Laura. 2021. Assessing readiness to write: The design of an Assessment of Preparedness to Present Multimodal Information (APPMI). In Weideman, Albert, Read, John & Du Plessis, Theo (Eds.) Assessing academic literacy in a multilingual society: Transition and transformation, pp. 196-216.
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
Du Plessis, Colleen L.
Du Plessis, Colleen. 2021. Basic education and academic literacy: conflicting constructs in the South African National Senior Certificate (NSC) Language Examination. In Weideman, Albert, Read, John & Du Plessis, Theo (Eds.) Assessing academic literacy in a multilingual society: Transition and transformation, pp. 95-116.
Read, John and Du Plessis, Colleen. 2021. Introduction. A global perspective on the South African context. In Weideman, Albert, Read, John & Du Plessis, Theo (Eds.) Assessing academic literacy in a multilingual society: Transition and transformation, pp. xiii-xxvii.
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.
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.
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.
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.
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.
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.
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.
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Du Plessis, Theodorus
Du Plessis, Theo. 2021. Institutional language policy and academic literacy in South African higher education. In Weideman, Albert, Read, John & Du Plessis, Theo (Eds.) Assessing academic literacy in a multilingual society: Transition and transformation, pp. 3-21.
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.
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E
Elder, Catherine
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.
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F
Fouché, Ilse
Fouché, 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.
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. URI: http://hdl.handle.net/2263/63702.
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.
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.
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G
Geldenhuys, Jurie
Geldenhuys, Jurie (Ed.) 2009. Preface. Southern African Linguistics and Applied Language Studies (Special issue: Assessing and developing academic literacy) 27(3).
Geldenhuys, Jurie. 2007. Test efficiency and utility: Longer and shorter tests. Ensovoort 11 (2): 71-82.
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Grosser, M.M. (Mary)
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.
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Gruhn, Sophie
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.
Gruhn, Sophie. 2015. The initial validation of a Test of Emergent Literacy. MA dissertation, Rijksuniversiteit Groningen, cum laude.
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K
Keyser, Gini
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.
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L
Le, Phuong Loan
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.
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Louw, Henk
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. DOI: 10.2989/16073614.2020.1858123.
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.
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M
Marais, F.C. (Fiona) | Stanford, Fiona
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. DOI: 10.5785/36-2-885. [Note: this DOI was faulty on 7 Feb. 2020]
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.
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.
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.
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Mhlongo, P.S. (PraysGod)
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. DOI: 10.4314/jlt.v54i1.1.
Mostert, Annemarie
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.
Myburgh-Smit, Jo-Mari
Myburgh-Smit Jo-Mari & Weideman, Albert. 2021. How early should we measure academic literacy? The usefulness of an appropriate test of academic literacy for Grade 10 students. In Weideman, Albert, Read, John & Du Plessis, Theo (Eds.) Assessing academic literacy in a multilingual society: Transition and transformation, pp. 117-131.
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.
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.
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Nizonkiza, Déogratias
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. DOI: 10.2989/16073614.2020.1858123
Van Dyk, Tobie, Louw, Henk, Nizonkiza, Déogratias & 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.
Nizonkiza, Déogratias & Van De Poel, Kris. 2016. Testing controlled productive knowledge of adverb-verb collocations in junior researchers using English as a foreign language. Stellenbosch Papers in Linguistics, 46: 99-119. DOI: 10.5774/46-0-235.
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
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Patterson, Rebecca
Weideman, Albert; Patterson, Rebecca & Pot, Anna. 2016. Construct refinement in tests of academic literacy. In: Read, J. (Ed.) Post-admission language assessment of university students. Cham: Springer, Chapter 9, pp. 179-196. DOI: 10.1007/978-3-319-39192-2_9.
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.
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Petersen-Waughtal, Mariana
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.
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Pot, Anna
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.
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#.
Pot, Anna. 2013. Diagnosing academic language ability: An analysis of TALPS. MA dissertation, Applied Linguistics, Rijksuniversiteit Groningen, summa cum laude. See related news article]
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R
Rambiritch, Avasha
Rambiritch, Avasha, Alston, Linda & Graham, Marien. 2021. Diagnosing with care: The academic literacy needs of theology students. In Weideman, Albert, Read, John & Du Plessis, Theo (Eds.) Assessing academic literacy in a multilingual society: Transition and transformation, pp. 170-195.
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.
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. 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.
Rambiritch, Avasha. 2014. The accessibility of the test of academc literacy for postgraduate students (TALPS): student perceptions. Per Linguam 30(1): 18-27.
Rambiritch, Avasha. 2013. Validating the Test of Academic Literacy for Postgraduate Students (TALPS). Journal for Language Teaching, 47(1):175-193.
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.
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Read, John
Read, John and Du Plessis, Colleen. 2021. Introduction. A global perspective on the South African context. In Weideman, Albert, Read, John & Du Plessis, Theo (Eds.) Assessing academic literacy in a multilingual society: Transition and transformation, pp. xiii-xxvii.
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.
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S
Scholtz, Desireé
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.
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.
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Sebolai, Kabelo
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
Sebolai, Kabelo. 2021. Generic academic literacy testing: a logical precursor for faculty-specific language teaching and assessment. In Weideman, Albert, Read, John & Du Plessis, Theo (Eds.) Assessing academic literacy in a multilingual society: Transition and transformation, pp. 151-169.
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. DOI: 10.5785/36-2-885. [Note: this DOI was faulty on 7 Feb. 2020]
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. DOI: 10.5842/56-0-796.
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.
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. 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.
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, 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.
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.
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Stanford, Fiona. See: Marais, Fiona.
Steyn, H.S. (Faans)
Steyn, Faans & 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.
Van der Walt, Johann L & Steyn, Faans. 2014. Towards standardisation: a comparison of two versions of an academic literacy test. Journal for Language Teaching 48(1): 109-129. DOI: 10.4314/jlt.v48i1.6.
Van der Walt, Johann L. & Steyn, Faans. 2008. The validation of language tests. Stellenbosch papers in linguistics, Vol. 38: 191-204.
Van der Walt, Johann L. & Steyn, Faans 2007. Pragmatic validation of a test of academic literacy at tertiary level. Ensovoort 11(2): 138-153.
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Steyn, Sanet
Steyn, Sanet. 2021. Pathways to parity between parallel tests of language ability: Lessons from a project. In Weideman, Albert, Read, John & Du Plessis, Theo (Eds.) Assessing academic literacy in a multilingual society: Transition and transformation, pp. 132-147.
Steyn, Sanet. 2018. A theoretical justification for the design and refinement of a Test of Advanced Language Ability (TALA). MA thesis, University of the Free State, cum laude.
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.
Steyn, Sanet. 2014. The design and refinement of a test of early academic literacy. MA dissertation, Rijksuniversiteit, Groningen, cum laude.
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V
Van De Poel, Kris
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. DOI: 10.2989/16073614.2020.1858123.
Van Dyk, Tobie; Louw, Henk; Nizonkiza, Déogratias & 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.
Nizonkiza, Déogratias & Van De Poel, Kris. 2016. Testing controlled productive knowledge of adverb-verb collocations in junior researchers using English as a foreign language. Stellenbosch Papers in Linguistics, 46: 99-119. DOI: 10.5774/46-0-235.
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Van den Berg, Karien, née Hattingh
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. 10.5774/43-0-169.
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.
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.
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.
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.
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Van der Slik, F.W.P. (Frans)
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.
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 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. Southern African Linguistics and Applied Language Studies (Special issue: Assessing and developing academic literacy) 27(3): 253-263.
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. Listed by Routledge as one of the top cited articles from SALALS in 2008.
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.
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 Slik, Frans & Weideman, Albert. 2005. The refinement of a test of academic literacy. Per Linguam 21(1): 23-35.
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Van der Walt, Johann L
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.
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.
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 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. DOI: 10.4314/jlt.v48i1.6.
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.
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 der Walt, Johann L. & Steyn, Faans. 2008. The validation of language tests. Stellenbosch Papers in Linguistics (SPIL), 38: 191-204.
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.
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.
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.
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Van Dyk, T.J. (Tobie)
Find Tobie’s professional website here: https://tobievandyk.com
Van Dyk, Tobie. 2021. Postscript: What the data tell us: an overview of language assessment research in South Africa’s multilingual context. In Weideman, Albert, Read, John & Du Plessis, Theo (Eds.) Assessing academic literacy in a multilingual society: Transition and transformation, pp. 217-235.
Van Dyk, Tobie, Murre, Piet, & Kotzé, Herculene. 2021. Does one size fit all? Some considerations for test translation. In Weideman, Albert, Read, John & Du Plessis, Theo (Eds.) Assessing academic literacy in a multilingual society: Transition and transformation, pp. 52-74.
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. DOI: 10.2989/16073614.2020.1858123.
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.
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.
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.
Van Dyk, Tobie. 2015. Tried and tested. Tijdschrift voor Taalbeheersing 37(2): 159-186.
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.
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.
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.
Petersen-Waughtall, 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.
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 Teaching45(1): 153-169.
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 Dyk, Tobie. 2010. Konstitutiewe voorwaardes vir die ontwerp van ’n toets van akademiese geletterdheid [TAG]. PhD thesis, University of the Free State.
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. (One of the top cited SALALS articles – editor’s report, 2010).
Van Dyk, Tobie. 2005. Towards providing effective academic literacy intervention. Per Linguam 21 (2): 38-51.
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.
Cooper, Patricia & Van Dyk, Tobie 2003. Measuring vocabulary: a look at different methods of vocabulary testing. Perspectives in Education 21(1): 67-80.
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Van Rensburg, Alta
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
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Van Rooy, Bertus
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 31(1) 31-46. DOI: 10.2989/16073614.2015.1012691.
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Wadee, A.A.
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. DOI: 10.20853/30-2-619.
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Weideman, Albert
Find Albert’s professional website here: https://albertweideman.com
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.
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
Weideman, Albert. 2021. Context, construct, and validation: A perspective from South Africa. Language Assessment Quarterly, DOI: 10.1080/15434303.2020.1860991.
Myburgh-Smit Jo-Mari & Weideman, Albert. 2021. How early should we measure academic literacy? The usefulness of an appropriate test of academic literacy for Grade 10 students. In Weideman, Albert, Read, John & Du Plessis, Theo (Eds.) Assessing academic literacy in a multilingual society: Transition and transformation, pp. 117-131.
Weideman, Albert, Read, John & Du Plessis, Theo (Eds.). 2021. Assessing academic literacy in a multilingual society: Transition and transformation. (New Perspectives on Language and Education; no. 84.) Bristol: Multilingual Matters. DOI: I: 10.21832/WEIDEM6201.
Weideman, Albert. 2021. A skills-neutral approach to academic literacy assessment. In Weideman, Albert, Read, John & Du Plessis, Theo (Eds.) Assessing academic literacy in a multilingual society: Transition and transformation, pp. 22-51.
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. DOI: 10.4314/jlt.v54i1.1.
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. DOI: 10.5785/36-2-970. [Note: this DOI was faulty on 7 Feb. 2020]
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. Koers: Bulletin for Christian Scholarship 84(1): 1-10. DOI: 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. DOI: 10.4314/jlt.v53i1.5.
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.
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.
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.
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.
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.
Weideman, Albert; Patterson, Rebecca & Pot, Anna. 2016. Construct refinement in tests of academic literacy. In J. Read (Ed.) Post-admission language assessment of university students, Chapter 9, pp. 179-196. Cham: Springer. DOI: 10.1007/978-3-319-39192-2_9.
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#.
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.
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.
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.
Patterson, Rebecca & Weideman, Albert. 2013. The refinement of a construct for tests of academic literacy. Journal for Language Teaching 47(1): 125-151.
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.
Weideman, Albert. 2012. Validation and validity beyond Messick. Per Linguam 28(2): 1-14.
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 December, 2012.
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.
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 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.
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.
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.
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.
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.
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.
Van der Slik, Frans & Weideman, Albert. 2005. The refinement of a test of academic literacy. Per Linguam 21(1): 23-35.
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.
Weideman, Albert. 2003. Assessing and developing academic literacy. Per Linguam 19 (1 & 2): 55 -65.
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Yeld, Nan
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.