Academic literacy, Diversity, Language assessment in multilingual contexts, Language testing, Transformation

Enough challenges for a lifetime

Several NExLA members, along with a number of other contributors, have just published a noteworthy contribution to applied linguistics in general, and language assessment in particular. In Assessing academic literacy in a multilingual society: Transition and transformation, which has just appeared from Multilingual Matters, they attempt to answer the question of how, as designers of language interventions, they respond to the challenges of education in an environment that is in transition, and in many respects unprepared for change.

Continue reading “Enough challenges for a lifetime”
Conferences, Language testing

Invitation: British Council’s New Directions in Language Assessment Conference (online)

8th East Asia New Directions in English Language Assessment Conference

One of the few language assessment conferences taking place this year is the British Council’s New Directions in Language Assessment, on 29-31 October. The theme is highly topical, and the selection of keynote speakers excellent. It is being presented online. You can register here:

Your registration also entitles you to a voucher, so that you will be able to access the recorded sessions afterwards, should the time difference make direct online participation awkward.

Enquiries can be directed to Sheryl Cooke of the British Council, and New Directions East Asia Conference Chair. Mention that you are a NExLA member when you enquire!

Academic literacy, Language testing

Pre-university test of academic literacy vs. English language matric results: which is the better predictor of academic success?

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?”

Language testing, Validity

Two schools of thought on test validity

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”