Facing up to literacy: perceptions and performance in a test of academic literacy for postgraduate students

Language proficiency and academic literacy tests such as the National Benchmark Test (NBT) and Test of Academic Literacy Levels (TALL) are already well established assessment instruments that are widely used at universities in South Africa to assess the literacy levels of first-entry students. A more recent initiative has been the institution of language testing at postgraduate level as a means of identifying students at riskof not completing their academic studies at that more advanced level. This article examines the face validity of the Test of Academic Literacy for Postgraduate Students (TALPS) amongst a cohort of postgraduate students at the University of the Free State and the perceptions of these students as to their own levels of academic literacy. A correlation is made with the students’ actual performance in the TALPS as an initial step towards gaining a measure of understanding of the low levels of academic literacy of some postgraduate students. The results of the study show that, although most of the students consider the TALPS to be fair and accurate, there is a major discrepancy between the perceptions of their own  academic literacy levels and their actual test performance. Possible reasons for the disparity are gleaned from the responses provided by the students in the survey questionnaire and an analysis of their test scores. It would seem that the academic literacy levels of students may not increase substantially during the undergraduate phase of study, a phenomenon that reflects back on language issues, course electives and undergraduate teaching and assessment practices.Key words: academic literacy, language testing, face validity, test construct, postgraduate assessmen

An external economic policy for South Africa

In a world of rapidly changing economic and political conditions, it is necessary to review the external economic policy of a country from time to time. On the one hand, we in South Africa should take note of the economic and political development taking place at such a rapid pace in Africa, and on the other hand, we should also pay attention to the modern tendency to form international trade blocs. The present state of affairs not only calls for protection and development of our international economic interests, but also for thorough planning of our future economic growth and development

An exploratory Q study of corporate brand identity elements governing corporate brand image formation

Because of the growing demands on businesses to distinguish themselves from competitors, corporate brand identity and image are considered to be fundamental in enhancing the visibility and credibility of a business. This study identified the perceptions of South African businesses across various industries of corporate brand identity elements that govern corporate brand image formation. In doing so, a theoretical perspective was adopted that borrows from both marketing communication and corporate communication theories. Firstly, the corporate brand identity elements deemed signifi cant in corporate brand image formation were identifi ed from earlier literature and research. Secondly, Q methodology was used to categorise the variety and span of subjective opinion on those corporate identity elements deemed signifi cant for corporate brand image formation. Finally, the dominant perceptions of the factors that govern corporate brand image formation were isolated through Q factor analysis. Seven richly diverse factors were derived, refl ecting the most salient perceptions on the topic, namely trustworthiness of the brand, creative marketing, effective management and administration, stability through business innovation, customer satisfaction, effective integrated communication and strategic positioning of the brand.Key words: corporate brand, corporate brand identity, corporate brand image, corporatebrand image formation, Q methodology, Q study, Q factor analysi

Writing as construct in the Grade 12 Home Language curriculum and examination

The newly introduced Curriculum and Assessment Policy Statement (CAPS) contains a lethora of genres and writing tasks, aimed at helping learners develop dexterity in written communication. Accordingly, writing also features as a dominant construct in the Grade 12 school-leaving examination, with an entire language paper (Paper 3) being devoted to the assessment of this ability. There are a number of material concerns with the writing component of the national curriculum, particularly in relation to the testing of this ability in a timed examination setting. The kinds of examination tasks do not provide a valid or reliable basis for measuring proficiency in written communication. Moreover, the separation of skills reflected in both the curriculum and Grade 12 language papers may serve to inhibit rather than advance writing proficiency. This paper problematises the nature of the writing tasks, on the basis of the accepted principles of validity, reliability and fairness in language testing. Data gleaned from an analysis of Home Language papers reveal a disturbing lack of comparability of standard, as well as the prejudicial treatment of some learners. A more responsible approach to the measurement of writing ability is advocated.Keywords: Home Language assessment, writing ability, construct validit

Informative assessment: A supportive tool for systemic validity in language education

AbstractAccountability in language testing is normally supported through a validation process. In language teaching, however, the matter of accountability is sometimes overlooked, especially when the focus falls on curriculum completion. In view of the reciprocity that exists between language teaching and testing, core principles used for test validation are also useful for ensuring accountability in course design. This paper evaluates a language course offered to Education students at a tertiary institution by drawing on the notions of construct and content validity. Empirical data gleaned from a literacy survey and assessment artefacts are interpreted against course objectives and content. A need is identified for substantial revisions to the course in order to ensure closer alignment with students’ language learning needs. The study shows how accountability in language education coheres with the principle of systemic validity and the relevance of analysing and correlating different kinds of data

Bullying in schools ? The educator’s role

Worldwide there is a problem with violent incidents occurring amongst learners in schools. Bullying is one mode of violence that often occurs at school level. Bullying means repeatedly attacking a person psychologically, physically and/or emotionally in order to inflict harm. Bullying behaviour cannot be ignored, because the victims often report physical and mental health problems caused by the abuse they suffered. The future of the bully is also at stake, because such a person can turn into an abuser in his or her adult years. This research focused on the challenges for teachers in the school system to handle bullying behaviour. The specific aims of the study were to research the role of school policies and ethos, as well as the teacher’s role, in dealing with bullying. The researchers investigated the problem by using social identity theory as theoretical framework and Christianity as worldview. The researchers mainly used a qualitative research design. Data for this study were collected by means of a literature study and questionnaires with closed questions as well as open-ended questions about teachers’ experiences regarding bullying. The main emphasis was on the feedback on the open-ended questions. It became clear from the research that schools should adopt an anti-bullying policy. Teachers should give more attention to classroom rules and they should become skilled in dealing with bullying. Recommendations were made concerning the role of teachers as well as the place of school ethos and policies when the above-mentioned behavioural problem needs to be managed

Learners in the marketplace: Ethical and educational dilemmas

Since the abolishment of legislation (the South African Schools Act, No. 84 of 1996) stipulating that a learner may only attend a certain school in an area, there is great competition amongst schools to attract learners to their schools. There is a tendency to regard as commodities learners who can be seen as assets to the school, especially if these learners show a talent for sports and have outstanding sporting achievements. The main aim of the research was to determine whether school principals, learners and parents think that it is unethical to ‘buy’ talented learners. A qualitative research approach was undertaken to determine the views of a purposefully selected sample of school principals, learners and parents regarding the ‘buying’ of talented learners. These participants were chosen as they were important role players in the process of ‘buying’ talented learners. Data were collected by means of a questionnaire with semistructured and open-ended questions. The participants’ answers were critically analysed, and the ethical correctness was determined by evaluating them against the ethical ideas identified in five ethical approaches, namely the utilitarian approach, the rights approach, the fairness or justice approach, the virtue approach and the ethical problem solving approach. An extrapolation of these findings gives one an idea of our society’s attitude to the ‘buying’of talented learners and whether a need exists to actively create greater awareness of this practice. The findings are significant to illustrate the different viewpoints of school principals,talented learners and parents on the ethical and educational dilemmas of schools that ‘buy’ talented learners

Cadmium Content of South African Table Wines

Red and white South African table wines from the major wine producing districts were analysed for cadmium content. Only three wines had a slightly higher concentration than 0,010 mg/ t The average cadmium concentration was 0,003 mg/ f, and no relationship between cadmium content and origin could be determined

Continuous education in sedation: Laryngospasm and management of the airway

The goals of procedural sedation (PSA) stretch far beyond providing just sedation and analgesia. Practices need to strive to treat adults and children with dignity, decreasing their anxiety levels, providing adequate pain control, preventing adverse events, while maintaining proper cardiorespiratory function. Safety is crucial. Protection of the airway is vital to ensure patient safety. In dental sedation, the airway is usually shared by the sedation practitioner and the dentist. Understanding the importance of the airway and a basic knowledge of the anatomy are necessary. Protecting the patient against hypoxia is crucial. This article will review critical aspects of laryngospasm (a form of airway obstruction), which may threaten patient safety, and will discuss how to rescue the patient during dental sedation.DHE