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.
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
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