Thirty Years of Literacies Testing at the University of Cape Town

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.

Emphasising 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.

Explains the design, development, and rationale of standardized academic literacy tests Tackles the challenges of access, redress and success in higher education and shows how literacy tests can enhance them Highlights the need for higher education to be responsive to student diversity via holistic approaches and interventions

Autorentext

Alan Cliff is Professor Emeritus of Higher Education Studies in the Centre for Higher Education Development (CHED) at the University of Cape Town, South Africa. He served as Interim Dean of the faculty from September 2018 to March 2022. Alan obtained his BA, BEd (with distinction) and MEd (with distinction) from UCT and his PhD from the University of Auckland. His current research interests are in the use of theories and principles of Dynamic Assessment to facilitate student learning; and in the processes of staff development as 'literacies practices' and induction into professional learning communities.

Zusammenfassung

Cliff s book not only provides a record of the testing initiative but, also, a means of challenging many of the commonsense assumptions that inform thinking about access to higher education in South Africa and elsewhere by providing an account of the reasoning behind the tests and their analysis. In doing this, the book is a powerful reminder of what we do not know, and are often blinded from knowing, by the power of common sense. (Chrissie Boughey, South African Journal of Science, Vol. 121 (3-4), March-April, 2025)

Cliff offers a detailed overview of why the project chose to frame its work theoretically using the idea of academic literacies , an approach that was prominent in higher education studies in the late 1990s and early 2000s. A huge body of research has been conducted on results from these tests over the 30 years of the project (with the bulk of activity in the 2010s exploiting data from universities across the country) and here Cliff offers a comprehensive summary. (Jennifer M. Case, Higher Education, September 16, 2024)

Inhalt

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