NExLA bibliography by author

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On this page an article is listed under the first author, but also under co-author(s), resulting in duplicate entries.

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B

Butler, HG

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

fulltext_restricted_medium 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

fulltext_restricted_medium 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.

fulltext_open_medium 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

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

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

fulltext_open_medium 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.

fulltext_open_medium 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.

fulltext_open_medium 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.

fulltext_open_medium 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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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. 

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

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Du Plessis, Colleen L.

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

fulltext_open_medium 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.

fulltext_restricted_medium 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.

fulltext_open_medium 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.

fulltext_restricted_medium 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. DOI10.1080/07908318.2015.1083999.

fulltext_open_medium  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].

fulltext_restricted_medium 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.

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Du Plessis, Theodorus

fulltext_restricted_medium 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. DOI10.1080/07908318.2015.1083999.


E

Elder, Catherine

fulltext_restricted_medium 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, Palgrave Macmillan, Chapter 4, p.70-75.

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F

Fouche, Ilse

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

fulltext_open_medium 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. URI: http://hdl.handle.net/2263/63702.

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

fulltext_open_medium Fouche, Ilse,  Van Dyk, Tobie & Butler, Gustav. 2016Impact 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.

fulltext_open_medium Fouche, 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

fulltext_restricted_medium Geldenhuys, Jurie (Ed.). 2009. Assessing and developing academic literacy, special issue of Southern African Linguistics and Applied Language Studies 27(3).

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

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Grosser, MM

fulltext_restricted_medium Grosser, MM & Nel, M.. 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

fulltext_open_medium 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

fulltext_open_medium 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

fulltext_open_medium Le, Phuong Loan. 2011. Assessing academic literacy of first year Vietnamese university students: How appropriate is the TALL?  MA dissertation, University of Groningen.

fulltext_restricted_medium 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

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

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M

Marais, Fiona

fulltext_restricted_medium 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.

fulltext_open_medium 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.

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Myburgh-Smit, Jo-Mari

fulltext_open_medium 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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N

Nizonkiza, Déogratias

fulltext_open_medium 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:  http://dx.doi.org/10.5785/32-2-601.

fulltext_open_medium Nizonkiza, Déogratias & Van De Poel, Kris. 2016Testing controlled productive knowledge of adverb-verb collocations in junior researchers using English as a foreign language. Stellenbosch Papers in Linguistics, 46: 99-119. DOI: http://dx.doi.org/10.5774/46-0-235.

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

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P

Patterson, Rebecca

fulltext_restricted_medium 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.

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

fulltext_open_medium 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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fulltext_restricted_medium Petersen-Waughtall, M. & Van Dyk, Tobie. 2011. Towards informed decision making: The importance of baseline academic literacy assessment in promoting responsible university access and supportJournal for Language Teaching 45 (1): 99-114.

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Pot, Anna

fulltext_restricted_medium 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.

fulltext_restricted_medium 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#.

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R

Rambiritch, Avasha

fulltext_restricted_medium 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.

fulltext_open_medium 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.

fulltext_open_medium Rambiritch, Avasha. 2014. The accessibility of the test of academc literacy for postgraduate students (TALPS): student perceptions. Per Linguam 30(1):18-27.

fulltext_restricted_medium Rambiritch, Avasha. 2013. Validating the Test of Academic Literacy for Postgraduate Students (TALPS).  Journal for Language Teaching, 47(1):175-193.

fulltext_open_medium 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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S

Scholtz, Desireé

fulltext_restricted_medium Scholtz, Desireé . 2017. The appropriateness of standardised tests in academic literacy for diploma programmes of studyLanguage Matters, 48(1): 27-47. DOI: http://dx.doi.org/10.1080/10228195.2016.1271350.

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Sebolai, Kabelo

fulltext_restricted_medium 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.

fulltext_restricted_medium Sebolai, Kabelo, and Dzansi, DY.  2015. Measuring the impact of an academic literacy programme at a South African University of TechnologyInternational Journal of Educational Sciences 10(2): 248-255.

fulltext_restricted_medium 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: http://dx.doi.org/10.4314/jlt.v48i1.5. 

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Steyn, HS

fulltext_restricted_medium 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: https://dx.doi.org/10.4314/jltv51i2.5.

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Steyn, Sanet

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

fulltext_open_medium 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

fulltext_open_medium 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:  http://dx.doi.org/10.5785/32-2-601.

fulltext_open_medium Nizonkiza, Déogratias & Van De Poel, Kris. 2016Testing controlled productive knowledge of adverb-verb collocations in junior researchers using English as a foreign language. Stellenbosch Papers in Linguistics, 46: 99-119. DOI: http://dx.doi.org/10.5774/46-0-235.

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Van der Slik, Frans

fulltext_restricted_medium 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.

fulltext_restricted_medium 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.

fulltext_restricted_medium 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. Assessing and developing academic literacy, special issue of Southern African Linguistics and Applied Language Studies 27(3): 253-263.

fulltext_restricted_medium Van der Slik, Frans. 2008. Gender bias and gender differences in two tests of academic literacy. In: Geldenhuys, Jurie (Ed.). 2009. Assessing and developing academic literacy, special issue of Southern African Linguistics and Applied Language Studies 27(3): 277- 290.

fulltext_restricted_medium 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.

fulltext_open_medium Weideman, Albert & Van der Slik, Frans. 2008. The stability of test design: measuring difference in performance across several administrations of a test of academic literacyActa Academica 40(1): 161-182.

fulltext_open_medium Van der Slik, Frans & Weideman, Albert. 2007. Testing academic literacy over time: Is the academic literacy of first year students deteriorating? Ensovoort11(2): 126-137.

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

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Van der Walt, Johann L

fulltext_restricted_medium 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: https://dx.doi.org/10.4314/jltv51i2.5.

fulltext_restricted_medium Van der Walt, Johann L & Steyn, HS.  2016. A norm for an academic literacy placement testJournal for Language Teaching 50(1): 167-181. http://dx.doi.org/10.4314/jlt.v50i1.8.

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

fulltext_restricted_medium Van der Walt, Johann L. 2012. The meaning and uses of language test scores: an argument-based approach to validationJournal for Language Teaching, special edition: Festschrift in honour of Albert Weideman, 46(2):43-57.

fulltext_open_medium Van der Walt, Johann L. & Steyn, F. 2008. The validation of language testsStellenbosch Papers in Linguistics, Vol. 38: 191-204.

fulltext_open_medium Van der Walt, Johann L. & Steyn, HS jr. 2007. Pragmatic validation of a test of academic literacy at tertiary levelEnsovoort 11 (2): 138-153.

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Van Dyk, Tobie

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

fulltext_open_medium 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: http://dx.doi.org/10.5785/32-2-601.

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

fulltext_restricted_medium Van Dyk, Tobie. 2015. Tried and tested. Tijdschrift voor Taalbeheersing 37(2): 159-186.

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

fulltext_restricted_medium 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: http://dx.doi.org/10.4314/jlt.v48i2.5.

fulltext_restricted_medium Van Dyk, Tobie. 2013. Geldigheid vanuit drie paradigmas beskou: ’n eenheid, of ’n veelheid van perspektiewe?  Journal for Language Teaching, 47(1):153-173.

fulltext_restricted_medium 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.

fulltext_restricted_medium 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.

fulltext_restricted_medium 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.

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

fulltext_restricted_medium 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. In: Geldenhuys, Jurie (Ed.). 2009.Assessing and developing academic literacy, special issue of Southern African Linguistics and Applied Language Studies 27(3):333-344.

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

fulltext_restricted_medium 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.

fulltext_restricted_medium 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.

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Van Rensburg, Alta

fulltext_restricted_medium 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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W

Waddee, AA

fulltext_open_medium Waddee, 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.

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Weideman, Albert

fulltext_restricted_medium Weideman, Albert. 2017. Does responsibility encompass ethicality and accountability in language assessment? Language & Communication, pp. 1-9.  DOI: http://dx.doi.org/10.1016/j.langcom.2016.12.004.

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

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

fulltext_restricted_medium 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.

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

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

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

fulltext_open_medium 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.

fulltext_open_medium 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.

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

fulltext_restricted_mediumWeideman, Albert. 2011. Academic literacy tests: Design, development, piloting and refinementJournal for Language Teaching 45(2):100-113.
fulltext_open_medium  Reworked as a workshop presentation for the LANSPAN colloquium, University of Groningen, 4 Dec., 2012.

fulltext_restricted_medium 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.

fulltext_restricted_medium 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. Assessing and developing academic literacy, special issue of Southern African Linguistics and Applied Language Studies 27(3): 253-263.

fulltext_restricted_medium Weideman, Albert. 2009. Academic literacy: Prepare to learn. Pretoria: Van Schaik.

fulltext_restricted_medium Weideman, Albert. 2009. Constitutive and regulative conditions for the assessment of academic literacy. In: Geldenhuys, Jurie (Ed.). 2009.  Assessing and developing academic literacy, special issue of Southern African Linguistics and Applied Language Studies 27(3): 235-251.

fulltext_restricted_medium Van der Slik, Frans & Weideman, Albert. 2008. Measures of improvement in academic literacySouthern African Linguistics and Applied Language Studies 26(3): 363-378. Listed by Routledge as one of the top cited articles from SALALS in 2008.

fulltext_open_medium 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.

fulltext_open_medium Van der Slik, Frans & Weideman, Albert. 2007. Testing academic literacy over time: Is the academic literacy of first year students deteriorating? Ensovoort11(2): 126-137.

fulltext_open_medium Weideman, Albert. 2006. Assessing academic literacy: a task-based approachLanguage Matters 37(1): 81- 101.

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

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

fulltext_restricted_medium 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.

fulltext_restricted_medium 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.

fulltext_open_medium Weideman, Albert. 2003. Assessing and developing academic literacyPer Linguam 19 (1 & 2): 55 -65.

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Yeld, Nan

fulltext_open_medium 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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