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Thirty years of literacies testing at the university of cape town = a critical reflection on the work and its impact /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Thirty years of literacies testing at the university of cape town/ by Alan Cliff.
Reminder of title:	a critical reflection on the work and its impact /
Author:	Cliff, Alan.
Published:	Cham :Springer Nature Switzerland : : 2024.,
Description:	xxiii, 161 p. :ill. (some col.), digital ;24 cm.
[NT 15003449]:	1. Introduction and context setting -- 2. A quest for theoretical underpinnings -- 3. Test design, development, and results interpretation-the tests themselves -- 4. Research on assessment of academic literacies-what do the empirical data say -- 5. Conclusions-a critical review of the contributions of UCT-led literacies testing over three decades -- 6. A way forward-academic literacies assessment and its roles in educational and higher education systems development.
Contained By:	Springer Nature eBook
Subject:	Reading - Ability testing - South Africa -
Online resource:	https://doi.org/10.1007/978-3-031-58679-8
ISBN:	9783031586798

Thirty years of literacies testing at the university of cape town = a critical reflection on the work and its impact /
Cliff, Alan.

Thirty years of literacies testing at the university of cape towna critical reflection on the work and its impact /[electronic resource] :by Alan Cliff. - Cham :Springer Nature Switzerland :2024. - xxiii, 161 p. :ill. (some col.), digital ;24 cm.

1. Introduction and context setting -- 2. A quest for theoretical underpinnings -- 3. Test design, development, and results interpretation-the tests themselves -- 4. Research on assessment of academic literacies-what do the empirical data say -- 5. Conclusions-a critical review of the contributions of UCT-led literacies testing over three decades -- 6. A way forward-academic literacies assessment and its roles in educational and higher education systems development.

This book delves into extensive research regarding the identification and characterization of academic literacies constructs, encompassing academic literacy, quantitative literacy, mathematics comprehension, and reasoning skills, with a specific focus on their relevance within South African educational contexts. The volume provides an in-depth exploration of the research behind the design and creation of assessments aimed at gauging these crucial literacies. It also delves into theoretical aspects of developmental work while shedding light on historical and contemporary inequalities in the South African educational landscape. Emphasizing the practical implications of this research, the book underscores the pivotal role that assessing academic literacies can play in the equitable selection of students, particularly those hailing from educationally disadvantaged backgrounds. Additionally, it highlights how such assessments can inform higher education responsiveness, curriculum development, programme implementation, and the provision of support services for students, ultimately aiding in informed student placement decisions.

ISBN: 9783031586798

Standard No.: 10.1007/978-3-031-58679-8doiSubjects--Corporate Names:

3717497
University of Cape Town.
Subjects--Topical Terms:

3717498
Reading
--Ability testing--South Africa

LC Class. No.: LB1050.46

Dewey Class. No.: 418.4

Thirty years of literacies testing at the university of cape town = a critical reflection on the work and its impact /
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505 0 $a 1. Introduction and context setting -- 2. A quest for theoretical underpinnings -- 3. Test design, development, and results interpretation-the tests themselves -- 4. Research on assessment of academic literacies-what do the empirical data say -- 5. Conclusions-a critical review of the contributions of UCT-led literacies testing over three decades -- 6. A way forward-academic literacies assessment and its roles in educational and higher education systems development.
520 $a This book delves into extensive research regarding the identification and characterization of academic literacies constructs, encompassing academic literacy, quantitative literacy, mathematics comprehension, and reasoning skills, with a specific focus on their relevance within South African educational contexts. The volume provides an in-depth exploration of the research behind the design and creation of assessments aimed at gauging these crucial literacies. It also delves into theoretical aspects of developmental work while shedding light on historical and contemporary inequalities in the South African educational landscape. Emphasizing the practical implications of this research, the book underscores the pivotal role that assessing academic literacies can play in the equitable selection of students, particularly those hailing from educationally disadvantaged backgrounds. Additionally, it highlights how such assessments can inform higher education responsiveness, curriculum development, programme implementation, and the provision of support services for students, ultimately aiding in informed student placement decisions.
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