03205nam a22004335i 4500001001800000003000900018005001700027007001500044008004100059020001800100024003500118050001400153072001600167072002300183072001500206100014100221245016300362250001800525264006900543300006500612336002600677337002600703338003600729347002400765505048300789520114401272650001402416650004002430650002302470650001402493650002802507650002202535710003402557773002602591776003602617776003602653776003602689856004602725978-3-031-58679-8DE-He21320251030112036.0cr nn 008mamaa240511s2024    sz |    s    |||| 0|eng d  a97830315867987 a10.1007/978-3-031-58679-82doi 4aLC149-161 7aCFC2bicssc 7aEDU0290202bisacsh 7aCFC2thema1 aCliff, Alan.eauthor.0(orcid)0000-0002-0316-24571https://orcid.org/0000-0002-0316-24574aut4http://id.loc.gov/vocabulary/relators/aut10aThirty Years of Literacies Testing at the University of Cape Townh[electronic resource] :bA Critical Reflection on the Work and its Impact /cby Alan Cliff.  a1st ed. 2024. 1aCham :bSpringer Nature Switzerland :bImprint: Springer,c2024.  aXXIII, 161 p. 6 illus., 5 illus. in color.bonline resource.  atextbtxt2rdacontent  acomputerbc2rdamedia  aonline resourcebcr2rdacarrier  atext filebPDF2rda0 a1. 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.  aThis 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. 0aLiteracy. 0aEducational tests and measurements. 0aEducation, Higher.14aLiteracy.24aAssessment and Testing.24aHigher Education.2 aSpringerLink (Online service)0 tSpringer Nature eBook08iPrinted edition:z978303158678108iPrinted edition:z978303158680408iPrinted edition:z978303158681140uhttps://doi.org/10.1007/978-3-031-58679-8