Vol. 34 No. 4 (2016)

DOI: https://doi.org/10.38140/pie.v34i4

Published: 2016-12-16

Editorial

Editorial

Biki Lepota, Stephen Taylor

vii-x
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Research articles

The viability of individual oral assessments for learners: Insights gained from two intervention evaluations

C. H. Prinsloo, J. C. Harvey

1-14
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Unpacking instructional alignment: The influence of teachers’ use of assessment data on instruction

Lisa Abrams, Divya Varier, Lisa Jackson

15-28
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A standards-based approach for reporting assessment results in South Africa

Anil Kanjee, Qetelo Moloi

29-51
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Whatever happened to school-based assessment in England’s GCSEs and A levels?

Dennis Opposs

52-61
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The use of Rasch competency bands for reporting criterion-referenced feedback and curriculum-standards attainment

Celeste Combrinck, Vanessa Scherman, David Maree

62-78
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A comparative analysis of pre-equating and post-equating in a large-scale assessment, high stakes examination

Dibu Ojerinde, Omokunmi Popoola, Patrick Onyeneho, Aminat Egberongbe

79-98
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A maximum likelihood based offline estimation of student capabilities and question difficulties with guessing

Shana Moothedath, Prasanna Chaporkar, Madhu N. Belur

99-115
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