The 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 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
- To access an article, click on the hyperlinked title, DOI, or URI.
- Items marked with the Adobe icon
are available in PDF for free.
2021
Weideman, Albert, Read, John & Du Plessis, Theo (Eds.). 2021. Assessing academic literacy in a multilingual society: Transition and transformation. (New Perspectives on Language and Education; no. 84.) Bristol: Multilingual Matters. DOI: 10.21832/WEIDEM6201
CHAPTERS: Assessing academic literacy in a multilingual society: Transition and transformation
Myburgh-Smit Jo-Mari & Weideman, Albert. 2021. How early should we measure academic literacy? The usefulness of an appropriate test of academic literacy for Grade 10 students. In Weideman, Albert, Read, John & Du Plessis, Theo (Eds.) Assessing academic literacy in a multilingual society: Transition and transformation.
Weideman, Albert. 2021. A skills-neutral approach to academic literacy assessment. In Weideman, Albert, Read, John & Du Plessis, Theo (Eds.) Assessing academic literacy in a multilingual society: Transition and transformation.
Weideman, Albert. 2021. Context, construct, and validation: A perspective from South Africa. Language Assessment Quarterly, DOI: 10.1080/15434303.2020.1860991.
2019
Weideman, Albert. 2019a. Definition and design: aligning language interventions in education. Stellenbosch Papers in Linguistics Plus 56: 31-46. DOI: 10.5842/56-0-782.
Weideman, Albert. 2019b. Degrees of adequacy: the disclosure of levels of validity in language assessment. Koers: Bulletin for Christian Scholarship 84(1): 1-15. DOI: 10.19108/KOERS.84.1.2451.
Weideman, Albert. 2019c. Validation and the further disclosures of language test design. Bulletin for Christian Scholarship 84(1): 1-10. DOI: 10.19108/KOERS.84.1.2452.
Weideman, Albert. 2019d. Assessment literacy and the good language teacher: four principles and their applications. Journal for Language Teaching 53(1): 103-121. DOI: 10.4314/jlt.v53i1.5.
BACK TO THE TOP ^
2018
Weideman, Albert. 2018. Academic literacy: Why is it important? [Introduction]. In Academic literacy: Five new tests. Bloemfontein: Geronimo Distribution.
BACK TO THE TOP ^
2017
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.
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.
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.
Weideman, Albert. 2017. The refinement of the idea of consequential validity within an alternative framework for responsible test design. In J. Allan & A.J. Artiles (Eds.) 2017. Assessment inequalities: Routledge World Yearbook of Education, pp. 218-236. London: Routledge, . DOI: 10.4324/9781315517377.
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.
BACK TO THE TOP ^
2016
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.
BACK TO THE TOP ^
2015
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#.
BACK TO THE TOP ^
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.
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.
Weideman, Albert. 2014. Innovation and reciprocity in applied linguistics. Literator 35(1). DOI: 10.4102/lit.v35i1.1074
BACK TO THE TOP ^
2013
Patterson, Rebecca & Weideman, Albert. 2013. The refinement of a construct for tests of academic literacy. Journal for Language Teaching, 47(1): 125-151.
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.
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.
Weideman, Albert. 2013. Applied linguistics beyond postmodernism. Acta Academica, 45(4):236-255.
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.]
BACK TO THE TOP ^
2012
Weideman, Albert. 2012. Validation and validity beyond Messick. Per Linguam, 28(2):1-14.
BACK TO THE TOP ^
2011
Weideman, Albert. 2011. Academic literacy tests: Design, development, piloting and refinement. Journal for Language Teaching 45(2):100-113.
Reworked as a workshop presentation for the LANSPAN colloquium, University of Groningen, 4 Dec., 2012.
BACK TO THE TOP ^
2010
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.
BACK TO THE TOP ^
2009
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.
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.
BACK TO THE TOP ^
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.
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.
BACK TO THE TOP ^
2007
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.
BACK TO THE TOP ^
2006
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.
BACK TO THE TOP ^
2005
Van der Slik, Frans & Weideman, Albert. 2005. The refinement of a test of academic literacy. Per Linguam 21 (1):23-35.
BACK TO THE TOP ^
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.
BACK TO THE TOP ^
Weideman, Albert. 2003. Assessing and developing academic literacy. Per Linguam 19 (1 & 2): 55 -65.
BACK TO THE TOP ^
2002
Weideman, Albert & Van Rensburg, Christo. 2002. Language proficiency: current strategies, future remedies. Journal for Language Teaching Studies, 36 (1 & 2): 152- 164.
Albert Weideman 