03532nam a22005175i 4500 978-3-031-58679-8 DE-He213 20251030112036.0 cr nn 008mamaa 240511s2024 sz | s |||| 0|eng d 9783031586798 978-3-031-58679-8 10.1007/978-3-031-58679-8 doi LC149-161 CFC bicssc EDU029020 bisacsh CFC thema Cliff, Alan. author. (orcid)0000-0002-0316-2457 https://orcid.org/0000-0002-0316-2457 aut http://id.loc.gov/vocabulary/relators/aut 76662 Thirty Years of Literacies Testing at the University of Cape Town [electronic resource] : A Critical Reflection on the Work and its Impact / by Alan Cliff. 1st ed. 2024. Cham : Springer Nature Switzerland : Imprint: Springer, 2024. XXIII, 161 p. 6 illus., 5 illus. in color. online resource. text txt rdacontent computer c rdamedia online resource cr rdacarrier text file PDF rda 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. Literacy. 57793 Educational tests and measurements. 70532 Education, Higher. Literacy. 57793 Assessment and Testing. 70533 Higher Education. 68980 SpringerLink (Online service) Springer Nature eBook Printed edition: 9783031586781 Printed edition: 9783031586804 Printed edition: 9783031586811 https://doi.org/10.1007/978-3-031-58679-8 ZDB-2-EDA ZDB-2-SXED 59781 59781