LOGIN TO YOUR ACCOUNT

Username
Password
Remember Me
Or use your Academic/Social account:

CREATE AN ACCOUNT

Or use your Academic/Social account:

Congratulations!

You have just completed your registration at OpenAire.

Before you can login to the site, you will need to activate your account. An e-mail will be sent to you with the proper instructions.

Important!

Please note that this site is currently undergoing Beta testing.
Any new content you create is not guaranteed to be present to the final version of the site upon release.

Thank you for your patience,
OpenAire Dev Team.

Close This Message

CREATE AN ACCOUNT

Name:
Username:
Password:
Verify Password:
E-mail:
Verify E-mail:
*All Fields Are Required.
Please Verify You Are Human:
fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Prince, Robert (2016)
Publisher: University of Cumbria
Languages: English
Types: Article
Subjects: Z489

Classified by OpenAIRE into

ACM Ref: ComputingMilieux_COMPUTERSANDEDUCATION
Higher education’s ability to retain students through to graduation appears to be an international challenge. This is also the case in South Africa where only 27% of student complete their studies in minimum time and where 55% are unlikely to ever graduate. These challenges have meant that extended degree programmes, where degrees are formally done over a longer period of time, have become a feature of South African education. One challenge is determining which students will benefit from an extended programme. In South Africa there are two sets of assessments that are pertinent to this debate: the national school leaving examinations (a statutory requirement for entry into higher education) and the National Benchmark Tests. The national school leaving assessments are norm-referenced, making it often difficult to interpret the results for placement purposes. The National Benchmark Tests are criterion-referenced, and are thus better suited for this placement. This paper describes the two assessments, and tracks the academic standing of a cohort of students over six years at one higher education institution. It argues that using the results of the two assessments in complementary ways is the most productive approach for the purpose of placement at this institution and others in South Africa. The implications of considering these assessments is briefly explored in broader higher education contexts.
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • Bachman, L.F. and Palmer, A.S. (1996) Language Testing in Practice. Hong Kong: Oxford University Press.
    • Bohlmann, C. and Braun, M. (2006) Cognitive Academic Mathematics Proficiency, in Griesel, H. (ed) Access and Entry Level Benchmarks, the National Benchmark Tests Project, 35-41. Available at: http://www.hesa.org.za/sites/hesa.org.za/files/2006_HESA_Access and Entry Level Benchmarks.pdf (Accessed 24 February 2015).
    • Boughey, C. (2009) Understanding Teaching and Learning at Foudatio Leel: A Citial Imperative?, in Hutchins, C. and Garraway, J. (ed) Beyond the University Gates: Provision of Extended Curriculum Programmes in South Africa, 4-7. Available at: http://www.cput.ac.za/storage/services/fundani/beyond_the_university_gates.pdf#page=9 (Accessed 24 February 2015).
    • Centre for Educational Testing for Access and Placement (2015) National Benchmark Tests Project National Report: 2015 Intake Cycle. Cape Town: Centre for Educational Testing for Access and Placement. Available at: http://tinyurl.com/onhjqdk (Accessed 24 February 2015).
    • Cliff, A.F., Yeld, N. and Hanslo, M. (2003) Assessing the academic literacy skills of entry-level students, using the Placement Test in English for Educational Purposes (PTEEP). Paper presented at the European Association for Research in Learning and Instruction (EARLI) conference, Padova, Italy.
    • Cliff, A., and Yeld, N. (2006) Domain 1-Academic Literacy, in Griesel, H. (ed) Access and Entry-Level Benchmarks: The National Benchmark Tests Project, 19-27. Available at: http://www.hesa.org.za/sites/hesa.org.za/files/2006_HESA_Access and Entry Level Benchmarks.pdf (Accessed 24 February 2015).
    • Cliff, A., Ramaboa, K. and Pearce, C. (2007) The assessment of entry-leel studets aadei literacy: does it matter? Ensovoort 11(2): 33-48.
    • Cliff, A.F. and Hanslo, M. (2009) The desig ad use of alteate assessets of aadei l itea as selection mechanisms in higher education. Southern African Linguistics and Applied Languages Studies 27(3): 265-276.
    • Council on Higher Education (2013) A Proposal for Undergraduate Curriculum Reform in South Africa: The Case for a Flexible Curriculum Structure. Available at: http://www.che.ac.za/sites/default/files/publications/Full_Report.pdf (Accessed 2 June 2015).
    • Cummins, J. (2000) Language, Power and Pedagogy: Bilingual Children in the Crossfire. Clevedon: Multilingual Matters Ltd.
    • DoE (Department of Education) (2008) Department of Education Higher Education Act, 1997 (Act 101 of 1997). Minimum Admission Requirements for Higher Certificate, Diploma and Bahelos Degee Pogaes euiig a Natioal “eio Cetifiate N“C
    • DoE (Department of Education) (2012) National Senior Certificate Examination Technical Report
    • Department of Basic Education (2015) Education Statistics in South Africa, 2013. Pretoria: Department of Basic Education. Available at:http://www.education.gov.za/LinkClick.aspx?fileticket=ci%2f3HwFhNrg%3d&tabid=462&mi d=1326 (Accessed 26 May 2015).
    • Foxcroft, C. (2006) The Nature of Benchmark Tests. in Griesel, H. (ed) Access and Entry Level Benchmarks, the National Benchmark Tests Project, 7-16. Available at: http://www.hesa.org.za/sites/hesa.org.za/files/2006_HESA_Access and Entry Level Benchmarks.pdf (Accessed 24 February 2015).
    • Frith, V. and Prince, R. (2006) Quantitative literacy, in Griesel, H. (ed) Access and Entry Level Benchmarks, the National Benchmark Tests Project, 28-34; 47-54. Available at: http://www.hesa.org.za/sites/hesa.org.za/files/2006_HESA_Access and Entry Level Benchmarks.pdf (Accessed 24 February 2015).
    • Frith, V. and Prince, R. (2009) A framework for understanding the quantitative literacy demands of higher education. South African Journal of Higher Education. 23, 1. 83 - 97. ISSN 1011-3487.
    • Gal, I., van Groenestijn, M., Manly, M., Schmitt, M.J. and Tout, D. (2005) Adult Numeracy and its assessment in the ALL Survey: A conceptual framework and pilot results, in Scott Murray, T., Clermont, Y. and Binkley, M. (ed), International Adult Literacy Survey. Measuring Adult Literacy and Life Skills: New Frameworks for Assessment. Ottawa: Statistics Canada. Available at: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.120.4652&rep=rep1&type=pdf (Accessed 24 February 2015).
    • Griesel, H. (2006) Access and entry level benchmarks: the national benchmark tests project. Pretoria: Higher Education South Africa. ISBN: 0-9585086-5-8.
    • Hambleton, R.K. and Pitoniak, M.J. (2006) in Brennan, R.L. (ed) Educational Measurement, Fourth Edition.
    • Holland, P.W. and Dorans, N.J. (2006) Linking and Equating. in Brennan, R.L. (ed) Educational Measurement, Fourth Edition, 187-220. Westport, CT: Greenwood/Praeger.
    • Kelly S, Johnston B & Baynham M (2007) The concept of numeracy as social practice. In: S Kelly, B Johnston & K Yasukawa (eds), The Adult Numeracy Handbook. Reframing Adult Numeracy in Australia. Sydney: NSW Adult Literacy and Numeracy Australian Research Consortium, Sydney University of Technology.
    • OECD Ho a studets dop out of tetia eduati o?,i Highlights fo Eduatio at a Glance 2010, OECD Publishing. http://dx.doi.org/10.1787/eag_highlights-2010-8-en
    • Prince, R.N. and Archer, A. 2006. Quantitative Literacy as situated social practice in Higher Education. International Journal of Learning. 12. Common Ground Publishers. ISSN 1447-9494.
    • Prince, R. and Archer, A. 2008. A New Literacies approach to academic numeracy practices in Higher Education in South Africa. Literacy and Numeracy Studies. 16, 1. 63 - 75. ISSN 1441-0559.
    • Prince, R. and Simpson, Z. 2016. Quantitative Literacy Practices in Civil Engineering Study: Designs for Teaching and Learning. In Nortvig, A-M., Sørensen, B. H., Misfeldt, M., Ørngreen, R., Allsopp, B. B., Henningsen, B., & Hautopp, H. (Eds.). Proceedings of the 5th International Conference on Designs for Learning. (Open Access ed.) Aalborg Universitetsforlag.
    • Scott, I., Yeld, N. and Hendry, J. (2007) A case for improving teaching and learning in South African higher education. Higher Education Monitor No. 6, Pretoria: Council on Higher Education.
    • Slezak P., Bokes P., Namer P., Waczulikova I. (2014) Microsoft Excel add-in for the statistical analysis of contingency tables. International Journal for Innovation Education and Research. Vol.2- 05, pp. 90 - 100.
    • Steen LA (2004) Achieving quantitative literacy: An urgent challenge for higher education. Washington D.C.: The Mathematical Association of America.
    • Street B & Baker D (2006) So, what about multimodal numeracies? In: K Pahl & J Rowsell (eds), Travel notes from the New Literacy Studies. Clevedon: Multilingual Matters Ltd.
    • Street B (2005) Applying new literacy studies to numeracy as social practice. In: A Rogers (ed), Urban literacy. Communication, identity and learning in development contexts. Hamburg: UNESCO Institute for Education.
    • Yeld N. (2001) Equity, assessment and language of learning: key issues for Higher Education selection and access in South Africa. Unpublished PhD Thesis, Cape Town, University of Cape Town.
    • Yen, W. M., and A. R. Fitzpatrick. (2006) Ite 'espose Theo. I : R. L. Brennan (ed), Educational Measurement (4th ed), 111-153. Westport, CT: Greenwood/Praeger.
  • No related research data.
  • Discovered through pilot similarity algorithms. Send us your feedback.

Share - Bookmark

Cite this article