Assessing academic literacy
A task-based approach
Bibliographic Data
| ID | 20406599 |
|---|---|
| Authors | Albert Weideman (University of Pretoria, corresponding author) |
| Year | 2006 |
| Volume | 37 |
| Issue | 1 |
| Pages | 81-101 |
| Publication date | 2006-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Language Matters (JOURNAL) |
| Journal identifiers | ISSN: 1022-8195 • E-ISSN: 1753-5395 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/10228190608566253 |
| OpenAlex | W2173767130 |
| Language | EN |
| Citations received | 1 |
| References cited | 9 |
The Test of Academic Literacy Levels (TALL) used by three South African universities (Pretoria, Stellenbosch and North-West) provides a reliable and affordable alternative means of assessing the academic literacy of new entrants into the higher education sector. A close alignment is sought between the test, the task-based language instruction that follows its administration, and the learning and acquisition aimed for. The article critically examines the construct of the test as well as its task types in light of various current discussions about authenticity. The article is concluded by suggesting a number of possible alternative task types that may achieve a closer alignment with the goals embodied in the construct. Various developmental, contextual, administrative and logistical constraints appear, however, to affect the level of resemblance to academic discourse of the test task types
Economics · Embodied cognition · Higher education · Literacy · Management · Mathematics education · Pedagogy · Political science · Sociology · Communication · Computer Science · EFL/ESL Teaching and Learning · Psychology · Second Language Acquisition and Learning · Second Language Learning and Teaching · Artificial Intelligence
| Unique citing works | 1 |
|---|---|
| Citations per year | 0.1 |
| Citation span | 2016 - 2016 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |