The National Benchmark Test in Academic Literacy: How might it be used to support teaching in higher education?
The National Benchmark Test in Academic Literacy is designed to assess the ability of first-year students to cope with the typical language-of-instruction, academic reading and reasoning demands they will face on entry to higher education. Drawing on quantitative data, this paper reports on the over...
| Publicado en: | Language Matters: Studies in the Languages of Africa Vol. 46; no. 1; pp. 3 - 22 |
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| Formato: | Artículo |
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Taylor & Francis Ltd
Mar2015
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=102039153&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 102039153 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 10228195 37F1 jtl: Language Matters: Studies in the Languages of Africa issn: 10228195 maglogo: N pubinfo: dt: Mar2015 vid: 46 iid: 1 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 102039153 10.1080/10228195.2015.1027505 ppf: 3 ppct: 19 formats: tig: atl: The National Benchmark Test in Academic Literacy: How might it be used to support teaching in higher education? aug: au: Cliff, Alan affil: Centre for Innovation in Learning and Teaching (CILT) University of Cape Town. email:alan.cliff@uct.ac.za su: Language exams Language ability testing Reasoning Higher education Education South Africa sug: subj: South Africa Language exams Language ability testing Reasoning Higher education Education keyword: academic literacy language testing standardised assessment teaching and learning ab: The National Benchmark Test in Academic Literacy is designed to assess the ability of first-year students to cope with the typical language-of-instruction, academic reading and reasoning demands they will face on entry to higher education. Drawing on quantitative data, this paper reports on the overall performance levels of a large-scale (n = 6500) national sample of test-takers who took the test as applicants for the 2013 intake into higher education. Overall test-taker performance is disaggregated by performance on sub-scales of the overall construct of academic literacy. The argument is made that the National Benchmark Test provides a framework for a nuanced and practicable understanding of test-takers’ academic literacy ‘proficiencies’. The conclusion to the paper evaluates the extent to which the test enables higher education lecturers’ greater engagement with students’ academic literacy shortcomings and with research-led information aimed at the improvement of teaching and learning. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2015 holdings: @attributes: islocal: N |
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