Tests_of_academic_literacy Albert_Weideman

Research on tests of academic literacy

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

  1.  To access an article, click on the hyperlinked title, DOI, or URI.
  2.  Items marked with the Adobe icon pdf4  are available in PDF for free.
2020 | 2019 | 2018 | 2017 2016 |  2015  | 2014 | 2013 | 2012 | 2011  | 2010 | 2009  | 2008 | 2007 | 2006 | 2005 | 2004  | 2003 | 2002

2021 

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, 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.

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.


2019

pdf4 Weideman, Albert. 2019a. Definition and design: aligning language interventions in educationStellenbosch Papers in Linguistics Plus 56: 31-46.  DOI: 10.5842/56-0-782.

pdf4 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.

pdf4 Weideman, Albert. 2019c. Validation and the further disclosures of language test designBulletin for Christian Scholarship 84(1): 1-10. DOI: 10.19108/KOERS.84.1.2452.

pdf4 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.

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2018

pdf4 Weideman, Albert. 2018. Academic literacy: Why is it important? [Introduction]. In Academic literacy: Five new tests. Bloemfontein: Geronimo Distribution.

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2017

pdf4 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.

pdf4 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.

pdf4 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. In J. Allan & A.J. Artiles (Eds.) 2017. Assessment inequalities: Routledge World Yearbook of Education, pp. 218-236. London: Routledge, . DOI: 10.4324/9781315517377.

pdf4 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.

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2016

pdf4 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

pdf4 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

pdf4 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.

pdf4 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.

pdf4 Weideman, Albert. 2014. Innovation and reciprocity in applied linguistics. Literator 35(1). DOI: 10.4102/lit.v35i1.1074

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2013

pdf4 Patterson, Rebecca & Weideman, Albert. 2013. The refinement of a construct for tests of academic literacy. Journal for Language Teaching, 47(1): 125-151.

pdf4 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.

pdf4 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.

pdf4 Weideman, Albert. 2013. Applied linguistics beyond postmodernism. Acta Academica, 45(4):236-255.

pdf4 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

pdf4 Weideman, Albert. 2012. Validation and validity beyond Messick. Per Linguam, 28(2):1-14.

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2011

pdf4 Weideman, Albert. 2011. Academic literacy tests: Design, development, piloting and refinement. Journal for Language Teaching 45(2):100-113.

pdf4 Reworked as a workshop presentation for the LANSPAN colloquium, University of Groningen, 4 Dec., 2012.

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2010

pdf4 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

pdf4 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.

pdf4 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.

pdf4 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

pdf4 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

pdf4 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

pdf4 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

pdf4  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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