A critical view of National Senior Certificate examination discourse and First Additional Language writing tests

References

• Alderson JC, Wall D. 1993. Does washback exist? Applied Linguistics 14(2): 115–129. https://doi.org/10.1093/applin/14.2.115
   Web of Science ®Google Scholar
• Armstrong E. 2009. Clinical applications. In: Halliday MAK, Webster JJ (eds), Continuum Companion to Systemic Functional Linguistics. London & New York: Continuum. pp.143–165
   Google Scholar
• Bachman LF. 1990. Fundamental considerations in language testing. Oxford: Oxford University Press.
   Google Scholar
• Bachman LF. 1991. What does language testing have to offer? TESOL Quarterly 25(4): 671–704. https://doi.org/10.2307/3587082
   Web of Science ®Google Scholar
• Bachman LF. 2004. Linking Observations to Interpretations and Uses in TESOL Research. TESOL Quarterly 38(4): 723–728. https://doi.org/10.2307/3588290
   Web of Science ®Google Scholar
• Bachman LF. 2010. Second language assessment. In: Peterson, Baker E, McGaw B (eds), International Encyclopedia of Education (Third Edition). Amsterdam: Elsevier. pp 140–147. https://doi.org/10.1016/B978-0-08-044894-7.00263-3
   Google Scholar
• Bachman LF, Palmer AS. 1996. Language Testing in Practice: Designing and Developing Useful Language Tests. Oxford: Oxford University Press.
   Google Scholar
• Blommaert J. 2005. Discourse: A critical introduction. London: Routledge. https://doi.org/10.1017/CBO9780511610295
   Google Scholar
• Boughey C. 2010. A Meta-analysis of Teaching and Learning at Five Universities of Technology. Pretoria: Council on Higher Education.
   Google Scholar
• Boughey C, McKenna S. 2016. Academic literacy and the decontextualized learner. Critical Studies in Teaching and Learning 4(2): 1–9.
   Google Scholar
• Bourdieu P. 1991. Language and Symbolic Power. Cambridge, Massachusetts: Harvard University Press.
   Google Scholar
• Brown A. 2012. Ethics in language testing and assessment. In: Coombie C, Davidson P, O’Sullivan B, Stoynoff D (eds), The Cambridge Guide to Second Language Assessment. Cambridge: Cambridge University Press. pp 113–121.
   Google Scholar
• Brown JD. 2005. Testing in Language Programs: A Comprehensive Guide to English Language Assessment. New York: McGraw-Hill.
   Google Scholar
• Business Tech. 2019. South Africa’s university pass rate shocker. Business Tech. 13 November. https://businesstech.co.za/news/government/353575
   Google Scholar
• Cheng L. 2008. Washback, impact, and consequences. In: Hornberger NH (ed), Encyclopedia of Language and Education. Boston: Springer. pp 359–372. https://doi.org/10.1007/978-0-387-30424-3_186
   Google Scholar
• Chisholm L. 2004. Changing class: Education and Social Change in Post-apartheid South Africa. Pretoria: HSRC Press.
   Google Scholar
• Coetzee W, Johl R. 2009. Monitoring the standard of a Grade 12 English First Additional Language reading, comprehension, summary, and grammar paper. Journal for Language Teaching 43: 18–35.
   Google Scholar
• Council on Higher Education (CHE). 2013. Quarterly Report To The Department Of Higher Education And Training (DHET): 1 October – 31 December 2013. Available at https://www.che.ac.za/publications/reports/quarterly-report-department-higher-education-and-training-dhet-1-october-31 [accessed 20 May 2020].
   Google Scholar
• Davies A. 2010. Test fairness: A response. Language Testing 27(2): 171–176. https://doi.org/10.1177/0265532209349466
   Web of Science ®Google Scholar
• Delpit L. 1988. The silenced dialogue: Power and pedagogy in educating other people’s children. Harvard Educational Review 58(3): 280–299. https://doi.org/10.17763/haer.58.3.c43481778r528qw4
   Web of Science ®Google Scholar
• Department of Basic Education (DBE). 1997. Language-in-Education Policy. Pretoria: Department of Education.
   Google Scholar
• Department of Basic Education. 2011. Curriculum and Assessment Policy Statement (CAPS). Pretoria: DBE.
   Google Scholar
• Department of Basic Education. 2013. Report on the Curriculum Review Committee, 2009. Pretoria: DBE.
   Google Scholar
• Department of Basic Education. 2014. Ministerial Task Team Report, 2014. Pretoria: DBE.
   Google Scholar
• Derewianka B. 1996. Exploring the writing of genres. Leicester: United Kingdom Literacy Association.
   Google Scholar
• Derewianka B, Jones P. 2010. From traditional grammar to functional grammar: bridging the divide. NALDIC Quarterly 8: 6–17.
   Google Scholar
• Dornbrack J, Dixon K. 2014. Towards a more explicit writing pedagogy: The complexity of teaching argumentative writing. Reading & Writing 5: 1–8.
   Google Scholar
• Downing SM, Haladyna TM. 2009. Validity and its threats. Assessment in Health Professions Education 1: 21–56.
   Google Scholar
• Dreyfus S. 2012. When there is no speech: The limits of protolanguage. Paper presented at the International Systemic Functional Congress, 16-20 July 2012, University of Technology, Sydney, Australia.
   Google Scholar
• Du Plessis C. 2014. Issues of validity and generalisability in the Grade 12 English Home Language examination. Per Linguam 30: 1–19.
   Google Scholar
• Du Plessis C, Weideman A. 2014. Writing as construct in the Grade 12 Home Language curriculum and examination. Journal for Language Teaching 48(2): 127–147. https://doi.org/10.4314/jlt.v48i2.6
   Google Scholar
• East M. 2015. Coming to terms with innovative high-stakes assessment practice: Teachers’ viewpoints on assessment reform. Language Testing 32(1): 101–120. https://doi.org/10.1177/0265532214544393
   Web of Science ®Google Scholar
• Eggins S, Slade D. 2012. Clinical handover as an interactive event: Informational and interactional communication strategies in effective shift-change handovers. Communication & Medicine 9(3): 215–227. https://doi.org/10.1558/cam.v9i3.215
   Google Scholar
• Feez S. 2014. Grammatics in the early years. Paper presented at the Australian Systemic Functional Linguistics Association (ASFLA) Conference, 23-25 September 2014, University of New South Wales, Sydney, Australia.
   Google Scholar
• Foucault M. 2002. The order of things: An archaeology of the human sciences. London/New York: Routledge. pp 1–422.
   Google Scholar
• Fulcher G, Davidson F. 2007. Language Testing and Assessment. New York: Routledge.
   Google Scholar
• Gardner S. 2010. SFL: A theory of language for dynamic assessment of EAL. NALDIC Quarterly 8: 37–41.
   Google Scholar
• Gebril A, Plakans L. 2015. Assessment myths. Ann Arbor: University of Michigan Press.
   Google Scholar
• Gibbons P. 2012. Scaffolding academic language and literacy with school-aged English language learners. The European Journal of Applied Linguistics and TEFL 1: 51–65.
   Google Scholar
• Green A. 2013. Washback in language assessment. International Journal of English Studies, 13(2): 39–51. https://doi.org/10.6018/ijes.13.2.185891
   Google Scholar
• Halliday MAK. 1978. Language as Social Semiotic: The Social Interpretation of Language and Meaning. London: Edward Arnold.
   Google Scholar
• Halliday MAK. 1998. Some grammatical problems in scientific English. Australian Review of Applied Linguistics. Supplement Series 6: 13–37.
   Google Scholar
• Halliday M, Hasan R. 1989. Language, context, and text: Aspects of language in a social-semiotic perspective. Oxford/New York: Oxford University Press.
   Google Scholar
• Hamp-Lyons L. 1991. Pre-text: Task-related influences on the writer. In: Hamp-Lyons L (ed.), Assessing second language writing in academic contexts. New York: Ablex. pp. 87–107.
   Google Scholar
• Hamp-Lyons L. 2003. Writing teachers as assessors. In: Knoll B. (ed), Exploring the dynamics of second language writing. Cambridge: Cambridge University Press. pp 162–189.
   Google Scholar
• Heller M. 2006. Communities, identities, processes, and practices. Paper presented at Sociolinguistics Symposium 16, 6-8 July, Limerick, Ireland.
   Google Scholar
• Higher Education South Africa. 2013. Report: Evaluation of 2012 National Senior Certificate grade 12 question papers. Pretoria: HESA.
   Google Scholar
• Hood S. 2010. Appraising Research: Evaluation in academic writing. London: Palgrave Macmillan. https://doi.org/10.1057/9780230274662
   Google Scholar
• Hove ML, Maruma MW. 2014. Mediocrity and the fraud called education: The case of South Africa’s curriculum statements in English. International Journal of Educational Sciences 7(3): 587–593. https://doi.org/10.1080/09751122.2014.11890220
   Google Scholar
• Howie S. 2012. High-stakes testing in South Africa: Friend or foe?. Assessment in Education: Principles, Policy & Practice 19(1): 81–98. https://doi.org/10.1080/0969594X.2011.613369
   Google Scholar
• Huang J. 2012. Using generalizability theory to examine the accuracy and validity of large-scale ESL writing assessment. Assessing Writing 17(3): 123–139. https://doi.org/10.1016/j.asw.2011.12.003
   Google Scholar
• Hughes C. 2009. Assessment as text production: Drawing on systemic functional linguistics to frame the design and analysis of assessment tasks. Assessment & Evaluation in Higher Education 34(5): 553–563. https://doi.org/10.1080/02602930802187316
   Web of Science ®Google Scholar
• Ivanič R. 2004. Discourses of writing and learning to write. Language and Education 18(3): 220–245. https://doi.org/10.1080/09500780408666877
   Google Scholar
• Kallaway P. 2012. The forgotten history of South African education. Southern African Review of Education 18: 7–23.
   Google Scholar
• Klein ED, van Ackeren I. 2011. Challenges and problems for research in the field of state-wide exams. A stock-taking of differing procedures and standardization levels. Studies in Educational Evaluation 37(4): 180–188. https://doi.org/10.1016/j.stueduc.2012.01.002
   Google Scholar
• Klenowski V, Wyatt-Smith C. 2012. The impact of high-stakes testing: The Australian story. Assessment in Education: Principles, Policy & Practice 19(1): 65–79. https://doi.org/10.1080/0969594X.2011.592972
   Google Scholar
• Kraak A. 2013. State failure in dealing with the NEET problem in South Africa: Which way forward? Research in Post-Compulsory Education 18(1-2): 77–97. https://doi.org/10.1080/13596748.2013.755819
   Google Scholar
• Kunnan AJ. 2010. Test fairness and Toulmin’s argument structure. Language Testing 27(2): 183–189. https://doi.org/10.1177/0265532209349468
   Web of Science ®Google Scholar
• Linneberg MS, Korsgaard S. 2019. Coding qualitative data: A synthesis guiding the novice. Qualitative Research Journal 19(3): 259–270. https://doi.org/10.1108/QRJ-12-2018-0012
   Web of Science ®Google Scholar
• Lubisi RC, Murphy RJ. 2002. Assessment in South African schools. Assessment in Education: Principles, Policy & Practice 9(2): 255–268. https://doi.org/10.1080/0969594022000001968
   Google Scholar
• Ma H, Slater T. 2016. Connecting criterion scores and classroom grading contexts: A systemic functional linguistic model for teaching and assessing causal language. Calico Journal 33(1): 1–18. https://doi.org/10.1558/cj.v33i1.26562
   Google Scholar
• Matthiessen CM. 2013. Applying systemic functional linguistics in health care contexts. Text & Talk 33(4-5): 437–467. https://doi.org/10.1515/text-2013-0021
   Web of Science ®Google Scholar
• Messick S. 1994. The interplay of evidence and consequences in the validation of performance assessments. Educational Researcher 23(2): 13–23. https://doi.org/10.3102/0013189X023002013
   Google Scholar
• Messick S. 1998. Test validity: A matter of consequence. Social Indicators Research 45(1/3): 35–44. https://doi.org/10.1023/A:1006964925094
   Web of Science ®Google Scholar
• Mickan P. 2003. Beyond grammar: Text as a unit of analysis. In: James JE (ed.), Grammar in the Language Classroom: Changing Approaches and Practices. Singapore: SEAMEO Regional Language Centre. pp. 220–227.
   Google Scholar
• Mickan P. 2017. Text-based research and teaching from a social semiotic perspective: Transformative research and pedagogy. In: Mickan P, Lopez E (eds), Text-based Research and Teaching: A Social Semiotic Perspective on language in use. London: Palgrave Macmillan pp. 15–35. https://doi.org/10.1057/978-1-137-59849-3_2
   Google Scholar
• Milani TM. 2008. Language testing and citizenship: A language ideological debate in Sweden. Language in Society 37(1): 27–59. https://doi.org/10.1017/S0047404508080020
   Web of Science ®Google Scholar
• Mohan B, Leung C, Slater T. 2010. Assessing language and content: A functional perspective. In: Paran A, Sercu L (eds), Testing the Untestable in Language Education. Bristol: Multilingual Matters. pp. 217–240. https://doi.org/10.21832/9781847692672-013
   Google Scholar
• Morrow W. 2003. Epistemic values in curriculum transformation. In: Naudé P, Cloete N (eds), A tale of three countries: Social sciences curriculum transformations in Southern Africa. Cape Town: Juta. pp. 2–12.
   Google Scholar
• Motshekga A. 2017. National Senior Certificate Diagnostic Report. Pretoria: DBE.
   Google Scholar
• Myburgh-Smit JM, Weideman A. 2017. The refinement and uses of a test of academic literacy for Grade 10 students. Journal for Language Teaching 51: 271–295.
   Google Scholar
• Painter C. 2012. Guidance in the context of shared experience: The role of interaction in language and literacy development. Paper presented at the International Systemic Functional Congress, 16-20 July, University of Technology, Sydney, Australia.
   Google Scholar
• Polesel J, Rice S, Dulfer N. 2013. The impact of high-stakes testing on curriculum and pedagogy: A teacher perspective from Australia. Journal of Education Policy 29(5): 640–657. https://doi.org/10.1080/02680939.2013.865082
   Web of Science ®Google Scholar
• Rose D. 2007. A reading based model of schooling. Pesquisas em Discurso Pedagógico 4(2), 1–22. https://www.maxwell.vrac.puc-rio.br/9740/9740.PDFXXvmi=
   Google Scholar
• Rose D. 2015. New developments in genre-based literacy pedagogy. In: MacArthur CA, Graham S, Fitzgerald J (eds), Handbook of Writing Research. New York: Guildford. pp 227–242.
   Google Scholar
• Rose D, Martin JR. 2012. Learning to write, reading to learn: Genre, knowledge and pedagogy in the Sydney School. Sheffield: Equinox Publishing.
   Google Scholar
• Saldaña J. 2015. The Coding Manual for Qualitative Researchers. Thousand Oaks: Sage.
   Google Scholar
• Schleppegrell MJ. 2004. The language of schooling: A functional linguistics perspective. London: Routledge. https://doi.org/10.4324/9781410610317
   Google Scholar
• Schleppegrell MJ. 2013. The role of metalanguage in supporting academic language development. Language Learning 63: 153–170. https://doi.org/10.1111/j.1467-9922.2012.00742.x
   Web of Science ®Google Scholar
• Schulze J. 2009. Testing: a systemic functional view of high stakes test preparation materials. Colombian Applied Linguistics Journal, 11: 80–92. http://www.scielo.org.co/pdf/calj/n11/n11a06.pdf
   Google Scholar
• Shohamy E. 2017. ELF and critical language testing. In: Jenkins J, Baker W, Dewey M (eds), The Routledge Handbook of English as a Lingua Franca. London: Routledge. pp. 583–593. https://doi.org/10.4324/9781315717173-47
   Google Scholar
• Sitepu G. 2014. Enhancing rater reliability in the assessment of academic writing: An SFL analysis of raters’ rating and perceptions. PhD thesis, University of Wollongong, Australia.
   Google Scholar
• Smith WC, ed. 2016. The global testing culture: Shaping Education Policy, Perceptions and Practice. Oxford: Symposium Books. https://doi.org/10.15730/books.94
   Google Scholar
• Spaull N. 2013a. South Africa’s education crisis: The quality of education in South Africa 1994-2011. Johannesburg: Centre for Development and Enterprise. https://section27.org.za/wp-content/uploads/2013/10/Spaull-2013-CDE-report-South-Africas-Education-Crisis.pdf
   Google Scholar
• Spaull N. 2013b. Poverty and privilege: Primary school inequality in South Africa. International Journal of Educational Development 33(5): 436–447. https://doi.org/10.1016/j.ijedudev.2012.09.009
   Web of Science ®Google Scholar
• Taylor S, Coetzee M. 2013. Estimating the impact of language of instruction in South African primary schools: A fixed-effects approach. Stellenbosch Economic Working Papers 21: 1–32.
   Google Scholar
• Van Heerden M. 2008. Testing the waters: Exploring genres in two English classes at a multilingual Cape Flats primary school. Master’s thesis, University of The Western Cape, Bellville, South Africa.
   Google Scholar
• Van Heerden M. 2015. Exploring Habitus and Writer Identities: An ethnographic study of Writer Identity construction in the FET Phase at two schools in the Western Cape. PhD thesis, University of the Western Cape, Bellville, South Africa.
   Google Scholar
• Wall D. 2012. Washback. In: Fulcher G, Davidson F (eds), The Routledge Handbook of Language Testing. New York: Routledge. pp. 79–92.
   Google Scholar
• Weideman A. 2019. Assessment literacy and the good language teacher: four principles and their applications. Journal for Language Teaching 53(1): 103–121. https://doi.org/10.4314/jlt.v53i1.5
   Google Scholar
• Weigle SC. 2002. Assessing writing. Stuttgart: Ernst Klett Sprachen. https://doi.org/10.1017/CBO9780511732997
   Google Scholar
• Weir CJ. 2005. Language testing and validation. London: Palgrave McMillan. https://doi.org/10.1057/9780230514577
   Google Scholar
• White P. 1997. Death, disruption and the moral order: the narrative impulse in mass-media ‘hard news’ reporting. In: Christie F, Martin JR (eds), Genres and Institutions: Social Processes in the Workplace and School. London: Cassell. pp. 101–133.
   Google Scholar
• White P. 2013. Textual Persona: New insights into the social-semiotic performance of identity in student and journalistic writing. Paper presented at the ASFLA Conference, Australian Catholic University, 1-3 October, Melbourne, Australia.
   Google Scholar
• Wiggins G. 1998. Educative Assessment – Designing Assessments to Inform and Improve Student Performance. San Francisco: Jossey-Bass.
   Google Scholar
• Williams G. 2014. Learning about languages in early literacy education: Play, grammar, contexts, registers. Paper presented at the Australian Systemic Functional Linguistics Association (ASFLA) Conference, 23-25 September 2014, University of New South Wales, Sydney, Australia.
   Google Scholar