PiE 2016 Volume 34 Issue 4
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Unpacking instructional alignment: the influence of teachers’ use of assessment data on instruction
(Faculty of Education, University of the Free State, 2016)The use of assessment data to inform instruction is an important component of a comprehensive standards-based assessment programme. Examining teachers’ data use for instruction can reveal the extent to which instruction ... -
A maximum likelihood based offline estimation of student capabilities and question difficulties with guessing
(Faculty of Education, University of the Free State, 2016)In recent years, the computerised adaptive test (CAT) has gained popularity over conventional exams in evaluating student capabilities with desired accuracy. However, the key limitation of CAT is that it requires a large ... -
Whatever happened to school-based assessment in England’s GCSEs and A levels?
(Faculty of Education, University of the Free State, 2016)For the past 30 years, school-based assessment (SBA) has been a major feature of GCSEs and A levels, the main school examinations in England. SBA has allowed teachers to allocate marks to their students for the level of ... -
The viability of individual oral assessments for learners: insights gained from two intervention evaluations
(Faculty of Education, University of the Free State, 2016)It is essential for learners to develop foundational literacy skills, ideally, in the first grade of formal education. These skills are then firmly entrenched and can be expanded in the following grades to form a basis for ... -
A comparative analysis of pre-equating and post-equating in a large-scale assessment, high stakes examination
(Faculty of Education, University of the Free State, 2016)Statistical procedure used in adjusting test score difficulties on test forms is known as “equating”. Equating makes it possible for various test forms to be used interchangeably. In terms of where the equating method fits ... -
The use of Rasch competency bands for reporting criterion-referenced feedback and curriculum-standards attainment
(Faculty of Education, University of the Free State, 2016)This study describes how criterion-referenced feedback was produced from English language, mathematics and natural sciences monitoring assessments. The assessments were designed for grades 8 to 11 to give an overall ... -
A standards-based approach for reporting assessment results in South Africa
(Faculty of Education, University of the Free State, 2016)This article proposes the use of a standards-based approach to reporting results from large-scale assessment surveys in South Africa. The use of this approach is intended to address the key shortcomings observed in the ...
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