ORCID Information

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https://orcid.org/0000-0002-8067-5299

Also known as:  Celeste-Marié,
Email: [email protected]

Celeste Combrinck is a nationally rated researcher and associate professor at the Department of Mathematics, Science and Technology Education (SMTE), University of Pretoria (UP). She supervises postgraduate students in Assessment and Quality Assurance in Education (AQA) and presents research methodology courses for undergraduates. She obtained a PhD in Research Psychology from the University of Pretoria in 2018. Celeste has over 16 years of experience planning, executing and managing various social, psychological and educational research projects. Her research interests include educational and psychological measurement, international large-scale assessment studies (ILSAs) and enhancing student success through a human development framework.

External IDs:  Loop profile: 1148055
External IDs:  ResearcherID: AAF-3020-2019
Websites:  Science, Mathematics & Technology Education, Google Scholar, Research Gate

University of Pretoria: Pretoria, ZA
2018-01-01 to Present | Associate Professor (Department of Science, Maths and Technology Education (SMTE))

Centre for Evaluation and Assessment (CEA): Pretoria, ZA
2012-02-01 to 2017-12-31 | Researcher (Department of Science, Maths and Technology Education (SMTE))

University of Pretoria: Pretoria, ZA
2015-03-01 to 2018-09-01 | PhD (Psychology)

University of Pretoria: Pretoria, ZA
2007-01-01 to 2009-04-01 | Masters Research Psychology (Psychology)

International Association for the Evaluation of Educational Achievement (IEA): Hamburg, DE
2019-04-19 | World Education Research Association (WERA) Visiting Researcher Award (Diversity in Education Research Lab (DiVER) at University of Hamburg)

Tim Dunne Award: Perth, AU
2017-05-07 to 2018-05-05 | Award

The Society for the Study of Measurement: San Francisco, US
2024-01-08 to Present

Mixed Methods International Research Association (MMIRA): Pretoria, ZA
2023 to Present

The Psychological Society of South Africa: Pretoria, ZA
2017-01-01 to Present

NRF part-time student bursary
South African National Research Foundation (NRF): Pretoria, ZA
2017-01 to 2017-03 | Grant

Y-Rated Researcher
National Research Foundation: Pretoria, ZA
2021-03 to 2021-12 | Grant

Pathways to success for South African engineering students: creating contextually relevant models and designing interventions
National Research Foundation: Pretoria, ZA
2023 to 2025 | Grant

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

ePIRLS 2016 : South African Highlights Report
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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