Research on tests of academic literacy

Tests_of_academic_literacy-160pxThe academic literacy assessments that have been developed by me, my students and academic colleagues have elicited a wide range of studies and analyses in the form of articles in accredited scholarly journals, master’s dissertations and doctoral theses. These studies have subjected their designs to comprehensive scrutiny. Moreover, the analyses and validation studies of the tests have been done not only by those involved in designing and refining them, but also by scholars not directly involved in their development.

My publications on language testing are listed on this page. Publications by the broader language testing community in South Africa can be found on the website of the Network of Expertise in Language Assessment.

The NExLA Bibliography

The Network of Expertise in Language Assessment was established in June 2017 with the aim of  promoting and developing the field of language testing. Primarily intended to bring together expertise in this field in South Africa, the Network includes voluntary participation from other regions or continents. Click here for the NExLA Bibliography.

Albert Weideman’s bibliography on language testing

  1.  To access an article, click on the hyperlinked title, DOI, or URI.
  2.  Items marked with the open access icon  access_open  are available in PDF for free.

2017

access_open  Gruhn, Sophie & Weideman, Albert. 2017.  The initial validation of a Test of Emergent Literacy (TEL). Per Linguam 33(1):25-53. DOI: http://dx.doi.org/10.5785/33-1-698.

access_open  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.

forthcoming-oranje Steyn, Sanet & Weideman, Albert. 2017.  Compiling an academic word list for Afrikaans = Die samestelling van ‘n akademiese woordelys vir Afrikaans. [In preparation.]

forthcoming-oranje Steyn, Sanet & Weideman, Albert. 2017.  The design, development and refinement of a Test of Early Academic Literacy (TEAL). [In preparation.]

access_open Weideman, Albert. 2017. Does responsibility encompass ethicality and accountability in language assessment? Language & Communication, 9p.  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.

access_open 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.
 


2016

access_open 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: 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.

  
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2015

access_open 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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2014

access_open 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.

access_open  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.

access_open  Weideman, Albert, Patterson, Rebecca, & Pot, Anna. 2014. Construct refinement in tests of academic literacy. Contribution to a colloquium on Post-entry Language Assessments at AAAL, Portland, Oregon.

access_open  Weideman, Albert. 2014. Innovation and reciprocity in applied linguistics. Literator 35(1). DOI: 10.4102/lit.v35i1.1074

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2013

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

access_open  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.

access_open  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.

access_open  Weideman, Albert. 2013. Applied linguistics beyond postmodernism. Acta Academica, 45(4):236-255.

access_open  Weideman, Albert. 2013. Innovation and reciprocity in applied linguistics. Keynote address, LSSA/SAALA/SAALT Conference 2013, Stellenbosch, 1-4 July 2013. [Also published in Literator http://dx.doi.org/10.4102/lit.v35i1.1074.]

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2012

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

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2011

access_open Weideman, Albert. 2011. Academic literacy tests: Design, development, piloting and refinement. Journal for Language Teaching 45(2):100-113.

access_open  Reworked as a workshop presentation for the LANSPAN colloquium, University of Groningen, 4 Dec., 2012.

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2010

 access_open Weideman, A. & Van der Slik, F.  2009. 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. DOI: 10.4314/jlt.v44i2.71793.

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2009

access_open 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. DOI: 10.2989/SALALS.2009.27.3.6.940.

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

access_open 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. DOI: 10.2989/SALALS.2009.27.3.3.937.

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2008

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.

access_open  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.

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2007

access_open  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.

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2006

access_open  Weideman, A. 2006.  Assessing academic literacy: A task-based approach. Language Matters 37(1): 81-101. DOI: 10.1080/10228190608566253.

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

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2005

access_open  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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2004

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.

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2003

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

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2002

Weideman, Albert & Van Rensburg, Christo. 2002. Language proficiency: current strategies, future remedies. Journal for Language Teaching Studies, 36 (1 & 2): 152- 164.

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