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

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dc.contributor.authorCliff, Alanen_ZA
dc.contributor.authorHanslo, Moniqueen_ZA
dc.date.accessioned2014-10-28T14:02:21Z
dc.date.available2014-10-28T14:02:21Z
dc.date.issued2009en_ZA
dc.descriptionThis 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.abstractIn 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.identifier.apacitationCliff, 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/11427/8850en_ZA
dc.identifier.chicagocitationCliff, 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/11427/8850en_ZA
dc.identifier.citationCliff, 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.issn1727–9461en_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
dc.identifier.urihttp://hdl.handle.net/11427/8850
dc.identifier.vancouvercitationCliff 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.language.isoengen_ZA
dc.publisherTaylor & Francisen_ZA
dc.publisher.departmentAcademic Development Programme (ADP)en_ZA
dc.publisher.facultyCentre for Higher Education Developmenten_ZA
dc.publisher.institutionUniversity of Cape Town
dc.sourceSouthern African Linguistics and Applied Language Studiesen_ZA
dc.source.urihttp://dx.doi.org/10.2989/SALALS.2009.27.3.5.939en_ZA
dc.titleThe design and use of 'alternate'assessments of academic literacy as selection mechanisms in higher educationen_ZA
dc.typeJournal Articleen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourcePostprinten_ZA
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