Language assessment is a subfield of applied linguistics. That sounds like a reasonably incontestable statement. But can we simply assume that language assessment is a subfield of applied linguistics? In examining what has been written about that, we find that the claim is widespread — in fact since the earliest times, when applied linguistics was being established by the likes of Pit Corder and Alan Davies more than 50 years ago. Even to this day, language assessment scholars like McNamara make the claim quite confidently.Continue reading
Category Archives: language assessments
Review of “Assessing Academic Literacy in a Multicultural Society”: “… an excellent collection of contemporary research”
We are very pleased with the review that Alan Urmston recently wrote in the Journal of English for Academic Purposes. You can read it here: Book review: Assessing Academic Literacy in a Multilingual Society: Transition and Transformation.
Assessing Academic Literacy in a Multilingual Society: A whopping 40% discount …
… but only until 31 March!
There is a publisher’s discount on the book that I, John Read and Theo du Plessis have recently edited for Multilingual Matters. It is entitled Assessing academic literacy in a multilingual society: Transition and transformation.
Watch the video and then order the book!Continue reading
South African language assessment on the map
Assessing academic literacy in a multilingual society: Transition and transformation has just appeared in print from Multilingual Matters. I was privileged to co-edit this with the highly experienced John Read of the University of Auckland and my former head of department, Theo du Plessis.
As further contributors there were Tobie van Dyk (NWU), Alan Cliff (UCT), Colleen du Plessis (UFS), Avasha Rambiritch (UP), Kabelo Sebolai (SU), Laura Drennan (UFS), Jo-Mari Myburgh-Smit (UFS), Sanet Steyn (UCT), and a number of co-contributors to some chapters, including Linda Alston, Marien Graham (both UP), Piet Murre (Driestar Hogeschool) and Herculene Kotze (NWU). Most of them are steeped professionally in designing academic literacy interventions and assessments.Continue reading
Get them in line: language policy, language tests and language teaching
The journalist and scholar H.L. Mencken (1880-1956) once observed that “For every complex problem there is an answer that is clear, simple, and wrong.” One would think that academic literacy, the ability to use academic language competently, would be the first and only language concern of the academic communities that make up the university. Such is the complexity of language problems, however, that not all solutions for them will have to do with making education and study more effective. Student communities may, for example, make language demands that are primarily politically inspired, and have little bearing on scholarship. When decision-makers yield to the politically expedient solution, that solution may be rationalized in many ways that might have the pretence of having to do with education, but that actually has no theoretical justification. There are at least two recent cases in South Africa where the language policies of universities were changed for reasons other than academic ones, with negative consequences that were foreseen, but ignored. Continue reading
Developing one’s own language assessments: taking responsibility, ensuring appropriateness, taking ownership
There is something reassuring for university administrators and decision-makers in using the results of large-scale tests. They seldom worry about their contextual appropriateness, or about their cost, or even enquire about their quality. The large reach of the test in their minds ensures its reputation. As to costs? Well, the argument goes, if students wish to undertake studies at this university, they must be prepared to pay for that privilege. Continue reading
Academic literacy assessment: its role in times of change
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?
Top 14 design principles of language interventions
Responsible design of language plans, courses or tests starts with the employment of one’s technical imagination, while allowing the design to be guided by the following principles: Continue reading
How to evaluate language interventions: the golden pentagon
The evaluation of language programme and instruction quality is highly relevant, everywhere. To test the effectiveness of a language intervention programme, one needs to take a holistic approach. For a language intervention to be effective, the designer has to bring into harmony five components: policy prescription, curriculum, instruction, learning and assessment When these are aligned, we have the golden pentagon of language intervention design. Where to begin? Continue reading
Comments invited on translation of Code
The Code of Ethics of the International Language Testing Association (ILTA) is a guide to language testers of how they should conduct their business in ways that are caring and compassionate, and at the same time deliberate and professional. It is complemented by locally formulated Codes of Practice. The Code of Ethics is already available in eleven languages.
A team of South African translators, Sanet Steyn and Gini Keyser, tasked by the Network of Expertise in Language Assessment (NExLA), did the initial translation of the Code of Ethics into Afrikaans. Then Colleen du Plessis, Albert Weideman, and language policy specialist Theo du Plessis produced a further two drafts. The fourth draft of the Code is now being presented to the language testing community at large, and has been placed on the NExLA website for comment. Continue reading