What influence does the institutional, social or political landscape have on the way in which we test a person’s ability to handle academic language? And how should one go about it? What impact should the tests have on language planning, instruction, and development?
These and other challenges will be thoroughly discussed by a team of experts on July 4, at the 40th Language Testing Research Colloquium (LTRC 2018).
Read more about the symposium entitled: Transformation and transition: four perspectives from the south on academic literacy assessment in times of change.
We look forward to sharing the papers with you, either at the Conference, or later on this website.
Part of the annual winter conference round of language associations (CLASA 2017) will be our two-day symposium (26 & 27 June) at the upcoming SAALT conference in Grahamstown. It’s theme? Pre- and post-admission language assessment in South African universities. Featuring a number of prominent South African scholars, the symposium will be enriched by having John Read (University of Auckland) as lead scene-setter. Continue reading
Avasha Rambiritch of the University of Pretoria and I have just written a chapter for a book edited by John Read (Post-admission Language Assessment of University Students, Springer, 2016) that shows how making sufficient information available about the conception, design, development, refinement and eventual administration of a test of language ability — in other words “telling the story of a test” — is the first step towards ensuring accountability for such tests. The test in question, the Test of Academic Literacy for Postgraduate Students (TALPS), is used to determine the academic literacy of prospective postgraduate students. For the full reference, see the bibliography on this site. Continue reading