Student self-reflection as a tool for managing GenAI use in large class assessment
2025-03-26 | Journal-article
DOI: 10.1007/s44217-025-00461-2
Source: Crossref
Not Liking the Likert? A Rasch Analysis of Forced-choice Format and Usefulness in Survey Design
2024-10 | Journal-article
DOI: 10.1177/21582440241295501
Source: Crossref
A tutorial for integrating generative AI in mixed methods data analysis
2024-08-02 | Journal-article
DOI: 10.1007/s44217-024-00214-7
Source: Crossref
Not liking the Likert? A Rasch analysis of forced-choice format and usefulness in survey design
2024-07-15 | Preprint
DOI: 10.31124/advance.172102556.66152461/v1
Source: Crossref
Looking Back, Looking Forward
2023-08-28 | Book-chapter
DOI: 10.1163/9789004687011_008
ISBN: 9789004687011
ISBN: 9789004427549
Source: Celeste Combrinck
The Complexities of International Large-Scale Assessments in a Developing Context
2023-08-28 | Book-chapter
DOI: 10.1163/9789004687011_001
ISBN: 9789004687011
ISBN: 9789004427549
Source: Celeste Combrinck
Internal quality assurance systems in Namibian higher education: Stakeholder perceptions and guidelines for enhancing the system
2023-06-19 | Conference-paper
Source: Celeste Combrinck
The Sensory Classroom Teacher Questionnaire: A tool for assessing conducive classroom conditions for children with ADHD
2022-08-30 | Journal-article
DOI: 10.4102/ajopa.v4i0.107
Source: Crossref
Disrupted access and success: Students’ transition to university in the time of Covid-19
2022-08-27 | Journal-article
DOI: 10.36615/sotls.v6i2.227
ISSN: 2523-1154
Source: Celeste Combrinck
The Reciprocal Relationship Between Conceptual and Procedural Knowledge—A Case Study of Two Calculus Problems
2022-05-04 | Journal-article
DOI: 10.1080/18117295.2022.2101271
ISSN: 1811-7295
ISSN: 2469-7656
Source: Celeste Combrinck
Evaluating the Impact of Formative Assessment Intervention and Experiences of the Standard 4 Teachers in Teaching Higher-Order-Thinking Skills in Mathematics
2022-02-14 | Journal-article
DOI: 10.3389/feduc.2022.771437
ISSN: 2504-284X
Source: Celeste Combrinck
Epistemic justice during a global pandemic: Transforming curricula and pedagogical practices to improve student experiences of innovation studies
2021-10 | Journal-article
DOI: 10.1177/0950422220987088
Source: Crossref
Validation of the ADHD-Behaviour Rating Scale for early childhood teacher use in South African classrooms
2021-01-02 | Journal-article
DOI: 10.1080/14330237.2020.1871249
Source: Crossref
The validity of international instruments for assessing South African engineering students
2020-11-16 | Conference-paper
DOI: 10.1109/weef-gedc49885.2020.9293636
ISBN: 9781728197562
Source: Celeste Combrinck
Is this a useful instrument? An introduction to Rasch measurement models
2020-09 | Book-chapter
DOI: https://www.psyssa.com/newsroom/publications/orim/
Source: Celeste Combrinck
Big Changes in Achievement Between Cohorts: A True Reflection of Educational Improvement or Is the Test to Blame?
2020 | Book-chapter
DOI: 10.1007/978-981-15-1800-3_10
ISBN: 9789811517990
ISBN: 9789811518003
Source: Celeste Combrinck
Reading on paper or reading digitally? Reflections and implications of ePIRLS 2016 in South Africa
2019-12-31 | Journal-article
DOI: 10.15700/saje.v39ns2a1771
Source: Crossref
Moving beyond league table standings: How measures of opportunity to learn can inform educational quality and policy directives?
2019-09-04 | Journal-article
DOI: 10.4102/sajce.v9i1.712
ISSN: 2223-7682
ISSN: 2223-7674
Source: Celeste Combrinck
Dialects matter: The impact of dialects and code-switching on the literacy and numeracy achievement of isiXhosa Grade 1
2019 | Journal-article
Source: Celeste Combrinck
Multiple Imputation for Dichotomous MNAR Items Using Recursive Structural Equation Modeling With Rasch Measures as Predictors
2018-01 | Journal-article
DOI: 10.1177/2158244018757584
ISSN: 2158-2440
Source: Crossref Metadata Search
Dialects matter: The influence of dialects and code-switching on the literacy and numeracy achievements of isiXhosa Grade 1 learners in the Western Cape
2018 | Journal-article
DOI: 10.17159/2520-9868/I72A02
WOSUID: WOS:000459759200003
Source: Web of Science Researcher Profile Sync
PIRLS 2016 Progress in International Reading Literacy Study 2016 Grade 5 Benchmark Participation: South African Children’s Reading Literacy Achievement
2017-12-12 | Report
Source: Celeste Combrinck
PIRLS Literacy 2016: Progress in International Reading Literacy Study (PIRLS) 2016 : South African Children’s Reading Literacy Achievement
2017-12-12 | Report
Source: Celeste Combrinck
The use of Rasch competency bands for reporting criterion-referenced feedback and curriculum-standards attainment
2017-01 | Journal-article
DOI: 10.18820/2519593x/pie.v34i4.5
ISSN: 0258-2236
Source: Crossref Metadata Search
PIRLS 2016 South Africa's Grade 5 Benchmarking participation highlight report
2017 | Report
DOI: 10.13140/rg.2.2.14466.17601
Source: DataCite
Evaluating anchor items and reframing assessment results through a practical application of the Rasch Measurement Model
2016 | Journal-article
DOI: 10.1177/0081246316683569
ISSN: 0081-2463
Source: Crossref Metadata Search
Developing early readers: Patterns in introducing critical reading skills and strategies to South African children
2014-04-07 | Journal-article
DOI: 10.4102/rw.v5i1.45
ISSN: 2308-1422
Source: Crossref Metadata Search
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