Using a five-phase applied linguistics design to develop a contextualized academic literacy placement test for pre-university pathway students
Article
Article Title | Using a five-phase applied linguistics design to develop a contextualized academic literacy placement test for pre-university pathway students |
---|---|
Article Category | Article |
Authors | Green, Jonathan H., Davis, Charmaine, Harmes, Marcus, Judith, Kate and Weideman, Albert |
Journal Title | Literacy Research and Instruction |
Number of Pages | 27 |
Year | 2024 |
Publisher | Taylor & Francis |
Place of Publication | United States |
ISSN | 1938-8071 |
1938-8063 | |
Digital Object Identifier (DOI) | https://doi.org/10.1080/19388071.2024.2340031 |
Web Address (URL) | https://www.tandfonline.com/doi/full/10.1080/19388071.2024.2340031 |
Abstract | For students who have faced previous educational disadvantage, academic literacies are key to access and participation in higher education. Reliable placement in academic literacies courses engages these learners in appropriately pitched learning activities, ensuring optimal learning while developing their confidence and motivation. In this context, we aimed to develop a reliable assessment of students’ academic literacy knowledge to ensure accurate and context-sensitive placement in one of two foundational academic literacy courses. These courses were situated in a pathway program in a regional Australian university that aimed to broaden participation in higher education for individuals from under-represented groups and educationally disadvantaged backgrounds. In this article, we describe, sequentially, the use of a five-phase applied linguistics design to develop the Academic Literacy Level Test (ALLTest). The phases represent the underlying principle of allowing pragmatic considerations to precede (but not preclude) theoretical ones, and consist, in turn, of (1) identifying the language challenge, (2) applying technical imagination and knowledge, (3) devising an initial (and iteratively subsequent) solution, (4) providing a theoretical justification, and (5) revising or finalizing a blueprint. We demonstrate how this process resulted in an organizationally efficient, context-specific, valid and reliable test of academic literacy. |
Keywords | Academic literacy, placement testing, widening participation in higher education, test development |
Contains Sensitive Content | Does not contain sensitive content |
ANZSRC Field of Research 2020 | 390303. Higher education |
Byline Affiliations | UniSQ College |
University of the Free State, South Africa |
https://research.usq.edu.au/item/z6455/using-a-five-phase-applied-linguistics-design-to-develop-a-contextualized-academic-literacy-placement-test-for-pre-university-pathway-students
Download files
Published Version
63
total views38
total downloads3
views this month5
downloads this month