The design and use of 'alternate'assessments of academic literacy as selection mechanisms in higher education

 

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dc.contributor.author Cliff, Alan en_ZA
dc.contributor.author Hanslo, Monique en_ZA
dc.date.accessioned 2014-10-28T14:02:21Z
dc.date.available 2014-10-28T14:02:21Z
dc.date.issued 2009 en_ZA
dc.identifier.citation Cliff, A., Hanslo, M. 2009. The design and use of 'alternate'assessments of academic literacy as selection mechanisms in higher education. Southern African Linguistics and Applied Language Studies. en_ZA
dc.identifier.issn 1727–9461 en_ZA
dc.identifier.uri http://hdl.handle.net/11427/8850
dc.description This is an Accepted Manuscript of an article published by Taylor & Francis in Southern African Linguistics and Applied Language Studies on 8 April 2010, available online: http://www.tandfonline.com/10.2989/SALALS.2009.27.3.5.939. en_ZA
dc.description.abstract In a context where applicants to higher education study vary widely in terms of their prior educational, linguistic and socio-economic backgrounds, it becomes extremely important to assess the extent to which these applicants might be said to be ready to cope with the typical academic reading and writing demands of higher education study. This assessment becomes even more crucial in a country like South Africa, where issues of equity of access, selection and redress remain a central challenge. Put simply, the challenge is to identify academically talented students from educationally diverse backgrounds, especially in cases where the educational backgrounds of these applicants may have militated against them, fully demonstrating their talent in conventional (e.g. school-leaving) examinations. This article describes the theoretical basis for the development of tests of academic literacy that downplay the role of prior learning in the assessment of academic readiness. The uses of these tests as selection mechanisms complementary to conventional academic assessments are also outlined. Empirical data are presented that demonstrate associations between these tests and academic performance in higher education. Issues and challenges regarding the validity and reliability of these tests are presented, and the implications of major research findings on the tests debated and deliberated upon. en_ZA
dc.language.iso eng en_ZA
dc.publisher Taylor & Francis en_ZA
dc.source Southern African Linguistics and Applied Language Studies en_ZA
dc.source.uri http://dx.doi.org/10.2989/SALALS.2009.27.3.5.939 en_ZA
dc.title The design and use of 'alternate'assessments of academic literacy as selection mechanisms in higher education en_ZA
dc.type Journal Article en_ZA
uct.type.publication Research en_ZA
uct.type.resource Postprint en_ZA
dc.publisher.institution University of Cape Town
dc.publisher.faculty Centre for Higher Education Development en_ZA
dc.publisher.department Academic Development Programme (ADP) en_ZA
uct.type.filetype Text
uct.type.filetype Image
dc.identifier.apacitation Cliff, A., & Hanslo, M. (2009). The design and use of 'alternate'assessments of academic literacy as selection mechanisms in higher education. <i>Southern African Linguistics and Applied Language Studies</i>, http://hdl.handle.net/11427/8850 en_ZA
dc.identifier.chicagocitation Cliff, Alan, and Monique Hanslo "The design and use of 'alternate'assessments of academic literacy as selection mechanisms in higher education." <i>Southern African Linguistics and Applied Language Studies</i> (2009) http://hdl.handle.net/11427/8850 en_ZA
dc.identifier.vancouvercitation Cliff A, Hanslo M. The design and use of 'alternate'assessments of academic literacy as selection mechanisms in higher education. Southern African Linguistics and Applied Language Studies. 2009; http://hdl.handle.net/11427/8850. en_ZA
dc.identifier.ris TY - Journal Article AU - Cliff, Alan AU - Hanslo, Monique AB - In a context where applicants to higher education study vary widely in terms of their prior educational, linguistic and socio-economic backgrounds, it becomes extremely important to assess the extent to which these applicants might be said to be ready to cope with the typical academic reading and writing demands of higher education study. This assessment becomes even more crucial in a country like South Africa, where issues of equity of access, selection and redress remain a central challenge. Put simply, the challenge is to identify academically talented students from educationally diverse backgrounds, especially in cases where the educational backgrounds of these applicants may have militated against them, fully demonstrating their talent in conventional (e.g. school-leaving) examinations. This article describes the theoretical basis for the development of tests of academic literacy that downplay the role of prior learning in the assessment of academic readiness. The uses of these tests as selection mechanisms complementary to conventional academic assessments are also outlined. Empirical data are presented that demonstrate associations between these tests and academic performance in higher education. Issues and challenges regarding the validity and reliability of these tests are presented, and the implications of major research findings on the tests debated and deliberated upon. DA - 2009 DB - OpenUCT DP - University of Cape Town J1 - Southern African Linguistics and Applied Language Studies LK - https://open.uct.ac.za PB - University of Cape Town PY - 2009 SM - 1727–9461 T1 - The design and use of 'alternate'assessments of academic literacy as selection mechanisms in higher education TI - The design and use of 'alternate'assessments of academic literacy as selection mechanisms in higher education UR - http://hdl.handle.net/11427/8850 ER - en_ZA


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