Accountability issues in testing academic literacy: the case of the Test of Academic Literacy for Postgraduate Students (TALPS)

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dc.contributor.authorRambiritch, Avasha
dc.date.accessioned2016-07-21T11:48:50Z
dc.date.available2016-07-21T11:48:50Z
dc.date.issued2015
dc.description.abstractApplied linguists should strive to ensure that the tests they design and use are not only fair and socially acceptable, but also have positive effects – this, in light of the fact that tests can sometimes have far-reaching and often detrimental effects on test-takers. What this paper will attempt to do, is highlight how this concern for responsible test design is articulated in an emerging framework for applied linguistics. The paper begins by questioning the role of applied linguists working within this framework before focusing specifically on the concepts of accountability, dual accountability, public accountability and academic accountability with particular reference to their use in language and academic literacy testing. The last part of this paper sees the practical application of the concept of (academic) accountability to the Test of Academic Literacy for Postgraduate Students (TALPS). With regard to the accountability of the test developers, which is the focus of this article, the intervention programme which follows the test must be considered.en_ZA
dc.description.versionPublisher's versionen_ZA
dc.identifier.citationRambiritch, A. (2015). Accountability issues in testing academic literacy: the case of the Test of Academic Literacy for Postgraduate Students (TALPS). Perspectives in Education, 33(1), 26-41.en_ZA
dc.identifier.issn0258-2236 (print)
dc.identifier.urihttp://hdl.handle.net/11660/3770
dc.language.isoenen_ZA
dc.publisherFaculty of Education, University of the Free Stateen_ZA
dc.rights.holderFaculty of Education, University of the Free Stateen_ZA
dc.subjectApplied linguisticsen_ZA
dc.subjectLanguage testingen_ZA
dc.subjectAcademic literacyen_ZA
dc.subjectAccountabilityen_ZA
dc.subjectAcademic accountabilityen_ZA
dc.subjectInterventionen_ZA
dc.subjectPublic accountabilityen_ZA
dc.subjectTheoretical accountabilityen_ZA
dc.titleAccountability issues in testing academic literacy: the case of the Test of Academic Literacy for Postgraduate Students (TALPS)en_ZA
dc.typeArticleen_ZA
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PiE 2015 Volume 33 Issue 1