Standardised tests of academic literacy are a good indicator of first-year academic performance, according to Dr. Kabelo Sebolai, Deputy Director of the Language Centre at Stellenbosch University. At least for Stellenbosch University, results show that the performance standards set for the standardised test of academic literacy associate positively with first-year academic performance, while the scores on the levels of performance set for the school-leaving English examination do not. Continue reading “Pre-university test of academic literacy vs. English language matric results: which is the better predictor of academic success?”
Two members of the NExLA executive, Albert Weideman and Johann van der Walt, received lifetime awards from the South African Association for Language Teaching (SAALT) on July 3, 2019. Continue reading “Albert Weideman and Johann van der Walt receive lifetime awards”
AUTHOR: Kabelo Sebolai
Validity is probably the most crucial of all concepts that govern all kinds of measurement. This is more so the case in educational and psychological testing where high stakes decisions often need to be taken about individuals and institutions. From the time it saw the light of day, however, the concept of validity has been a source of inconclusive contestation. Continue reading “Two schools of thought on test validity”
For language empowerment to take place in diverse environments, policy, planning, instruction and assessment all need to be aligned. Several NExLA members were recently involved in highlighting how language testing can contribute to achieving this harmony. The occasion? A workshop hosted by the Unit for Language Facilitation and Empowerment (ULFE) of the University of the Free State, with the theme of language diversity in educational settings.
At the upcoming LTRC 2018 in Auckland, several NExLA members will be involved in one of six symposia featuring top scholars from around the world. Join us in Session 2 on the first day if you’re there! Continue reading “Transformation and transition: four perspectives from the south on academic literacy assessment in times of change”