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
    DOI: https://doi.org/10.38140/pie.v34i4.1974

Research articles

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

    C. H. Prinsloo, J. C. Harvey
    1-14
    DOI: https://doi.org/10.38140/pie.v34i4.1975

  • Unpacking instructional alignment: The influence of teachers’ use of assessment data on instruction

    Lisa Abrams, Divya Varier, Lisa Jackson
    15-28
    DOI: https://doi.org/10.38140/pie.v34i4.1976

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

    Anil Kanjee, Qetelo Moloi
    29-51
    DOI: https://doi.org/10.38140/pie.v34i4.1977

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

    Dennis Opposs
    52-61
    DOI: https://doi.org/10.38140/pie.v34i4.1978

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

    Celeste Combrinck, Vanessa Scherman, David Maree
    62-78
    DOI: https://doi.org/10.38140/pie.v34i4.1979

  • 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
    DOI: https://doi.org/10.38140/pie.v34i4.1980

  • A maximum likelihood based offline estimation of student capabilities and question difficulties with guessing

    Shana Moothedath, Prasanna Chaporkar, Madhu N. Belur
    99-115
    DOI: https://doi.org/10.38140/pie.v34i4.1981