Loan Le, P., Du Plessis, C. & Weideman, A. 2011. Test and context: The use of the Test of Academic Literacy Levels (TALL) at a tertiary institution in Vietnam. Saalt Journal for Language Teaching, 45(2):115-131.
Du Plessis, C. 2012. Facing up to literacy: Perceptions and performance in a test of academic literacy for postgraduate students. Saalt Journal for Language Teaching, 46(2):123-140.
Du Plessis, C. 2012. The design, refinement and reception of a test of academic literacy for postgraduate students. Unpublished master`s dissertation. Bloemfontein: University of the Free State.
Du Plessis, C. 2014. Issues of validity and generalisability in the Grade 12 English Home Language examination. Per Linguam, 30(2):1-19.
Du Plessis, C. & Weideman, A. 2014. Writing as construct in the Grade 12 Home Language curriculum and examination. Saalt Journal for Language Teaching, 48(2):127-147.
Du Plessis, C. & Du Plessis, L.T. 2015. Dealing with disparities: The teaching and assessment of official languages at First Language level in the Grade 12 school-leaving phase in South Africa. Language, Culture and Curriculum, 28(3): 209-225.
Du Plessis, C. 2016. Inferences from the Test of Academic Literacy for Postgraduate Students (TALPS). Southern African Linguistics and Applied Language Studies, 34(1): 1-16.
Du Plessis, C., Steyn, S. & Weideman, A. 2016. Die assessering van huistale in die Suid-Afrikaanse Nasionale Seniorsertifikaateksamen – die strewe na regverdigheid en groter geloofwaardigheid. LitNet Akademies, 13(1): 425-443.
Du Plessis, C. 2017. Developing a theoretical rationale for the attainment of greater equivalence of standard in the Grade 12 Home Language exit-level examinations. Unpublished doctoral thesis. Bloemfontein: University of the Free State.
Weideman, A., Du Plessis, C., & Steyn, S. 2017. Diversity, variation and fairness: Equivalence in national level language assessments. Literator, 38(1), a1319. https://doi.org/10.4102/lit. v38i1.1319.
Du Plessis, C. & Els, C. 2019. Informative assessment: A supportive tool for systemic validity in language education.South African Journal of Higher Education, 33(6): 92-110.
Mhlongo, P.S., Du Plessis, C. & Weideman, A. (forthcoming).Developing a reliable motivation scale for language learners in multilingual contexts.
Mhlongo, P.S., Du Plessis, C. & Weideman, A. 2020. Investigating education students` language learning beliefs and motivation for learning English. Journal for language teaching, 54(1): 95-121.
Du Plessis, C. 2020. Massification and diversification in tertiary language education: evaluating the parameters for a successful outcome. In Darquennes, J., Du Plessis, T. & Soler, J. Sociolinguistica, 34: 195-215. https://doi.org/10.1515/soci-2020-2000. ISSN: 0933-1883. International Yearbook of European Sociolinguistics special edition on language diversity management in higher education. Available: https://www.degruyter.com/view/journals/soci/soci-overview.xml?rskey=6D9f3y&result=6
Du Plessis, C. 2020. Basic education and academic literacy: conflicting constructs in the South African National Senior Certificate (NSC) language examination. In Weideman, A., Read, J. & Du Plessis, T. (Eds). Assessing academic literacy in a multilingual society: Transition and transformation. Multilingual Matters series New Perspectives on Language and Education: 84, Pp. 95-116. ISBN:9781788926201. Available: https://www.multilingual-matters.com/page/detail/Assessing-Academic-Literacy-in-a-Multilingual-Society/?k=9781788926201