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Academic papers

Msusa, N., (2019). Semantic Waves: Writer Performance Ranges on the National Benchmark Tests (NBT) Academic Literacy Test. Vol 26 (2), pp.267-289. ISSN 1023-1757.

Bohlmann, C., Prince, R., Deacon, A. (2017). Mathematical errors made by high performing candidates writing the National Benchmark TestsPythagoras; Vol 38, No 1 (2017), 10 pages. doi: 10.4102/pythagoras.v38i1.292

Le Roux, N., Sebolai, K. (2017) The National Benchmark Test of quantitative literacy: Does it complement the Grade 12 Mathematical Literacy examination? South African Journal of Education, v.37(1), February.

Fleisch, B., Schöer, V. & Cliff, A. (2016). When Signals are Lost in Aggregation: A Comparison of Language Marks and Competencies of Entering University Students. South African Journal of Higher Education, vol.29(5).

Frith, V., and R. Prince. "Quantitative literacy of school leavers aspiring to higher education in South Africa." South African Journal of Higher Education 30.1 (2016): 138-161.

Prince, R. (2016) ‘Predicting Success in Higher Education: The Value of Criterion and Norm-referenced Assessments’, Practitioner Research in Higher Education Journal, 10(1), pp.22-38.

Sebolai, K. (2016). Distinguishing between English proficiency and academic literacy in English, Language Matters, 47:1, 45-60.

Cliff, A. (2015). The National Benchmark Test in Academic Literacy: How might it be used to support teaching in higher education? Language Matters, 46 (1), 3 – 21.

Sebolai, K., and D. Y. Dzansi. 2015. "Measuring the Impact of an Academic Literacy Programme at a South African University of Technology." International Journal of Educational Sciences, v.10(2): 248-255.

Sebolai, K., and L. Huff. "Academic Literacy Curriculum Renewal at a South African University: A Case Study." Journal for Language Teaching 49.1 (2015): 333-351.

Cliff, A. (2014). Entry-level students’ reading abilities and what these abilities might mean for academic readiness. Language Matters, 45 (3), 313 - 324.    

Kapp, R., Badenhorst, E., Bangeni, B., Craig, T., Janse van Rensberg, V., Le Roux, K., Prince, R., Pym, J., and van Pletzen, E. (2014). Successful Students’ Negotiation of Township Schooling in Contemporary South Africa. Perspectives in Education. 32, 3. pp. 50 – 61. ISSN 0258-2236.

Prince, R. and Archer, A. 2014. Exploring Academic Voice in Multimodal Quantitative Texts. Literacy and numeracy Studies. 22, 1. pp. 39 - 58. ISSN 1839-2903.

Sebolai, Kabelo. "Do the Academic and Quantitative Literacy tests of the National Benchmark Tests have discriminant validity?." Journal for Language Teaching 48.1 (2014).

Pitoniak, Mary J., and Nan Yeld. "Standard setting lessons learned in the South African context: Implications for international implementation." International Journal of Testing 13.1 (2013): 19-31.

Sebolai, Kabelo. "Validating a test of academic literacy at a South African university of technology." Acta Academica 45.3 (2013).

Cliff, A. & Montero, E. (2010). The balance between excellence and equity on admissions tests: contributions of experiences in South Africa and Costa Rica. Ibero-American Journal of Educational Evaluation.

Cliff, A.F. & Hanslo, M. (2009). The design and use of 'alternate' assessments of academic literacy as selections mechanisms in Higher Education. Southern African Linguistics and Applied Language Studies (Special Edition), 27 (3), 265 - 276.

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.

Cliff, A. 2008. Possible contributions of Standardised Assessment Tests. In Garraway, J. (ed), Conversations about Foundation and Extended Curriculum Provision, Fundani Centre, Cape Town. 39-52

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.

Cliff, A.F., Ramaboa, K. & Pearce, C. 2007. The Assessment of Entry-level Students' Academic Literacy: Does it matter? Ensovoort (Special Edition), 11 (2), 33 - 48.

Cliff, A.F. & Yeld, N. (2006). Test Domains and Constructs: Academic Literacy. In H. Griesel (Ed). Access and Entry Level Benchmarks: The National Benchmark Tests Project, pp. 19-27. Pretoria: Higher Education South Africa. Journal articles

Conradie, J. & Frith, J., Comprehension Tests in Mathematics, Educational Studies in Mathematic.  Academic Publishers.

Frith, V. and Prince, R.N. 2006. Reflections on the role of a research task for teacher education in data dandling in a Mathematical Literacy education course. Pythagoras 64.The Association for Mathematics Education of South Africa. pp. 52-61

Frith, V. and Prince, R.N. 2006. Test domains and constructs: Quantitative literacy. In: H. Griesel (Ed) Access and Entry Level Benchmarks, the National Benchmark Tests Project, Higher Education South Africa -HESA, Pretoria. pp. 28-34.

Frith, V. and Prince, R.N. 2006. Elaboration on the elements of the definition of Quantitative Literacy. In: H. Griesel (Ed) Access and Entry Level Benchmarks, the National Benchmark Tests Project, Higher Education South Africa -HESA, Pretoria. pp. 47-54.

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.

Frith, V., Jaftha, J.J. and Prince, R.N. 2005. Interactive Excel Tutorials in a Quantitative Literacy Course for Humanities Students In: M.O. Thirunarayanan, Aixa Pérez-Prado (Eds.) Integrating Technology in Higher Education. University Press of America, Maryland. pp.247 - 258.

Frith, V, Prince, R.N. and Jaftha, J.J. 2004. Evaluating the Effectiveness of Interactive Computer Tutorials for an Undergraduate Mathematical literacy course. British Journal of Educational Technology, 35, 2, pp. 159-171