Celeste Combrinck
Biographic Data
| ID | 6054013 |
|---|---|
| NAME | Celeste Combrinck |
| GIVEN NAMES | Celeste |
| FAMILY NAME | Combrinck |
| SIGNATURE | COMBRINCK C |
| AFFILIATIONS | University of Pretoria |
| ORCID | 0000-0002-8067-5299 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Towards contextual quality
This study presents a contextually responsive evaluation instrument for resource-constrained environments such as colleges in Lesotho. Colleges’ stakeholders’ accreditation experiences, including achievements such as strengthened internal quality cultures and public accountability and challenges like lack of differentiation within standards, complexity, ambiguity and limited contextual alignment. inform the design of the instrument. The study emp…
Not Liking the Likert? A Rasch Analysis of Forced-choice Format and Usefulness in Survey Design
We have less time and focus than ever before, while the demand for attention is increasing. Therefore, it is no surprise that when answering questionnaires, we often choose to strongly agree or be neutral, producing problematic and unusable data. The current study investigated forced-choice (ipsative) format compared to the same questions on a Likert-type as a viable alternative. An established motivation questionnaire was administered in two ver…
Evaluating the Impact of Formative Assessment Intervention and Experiences of the Standard 4 Teachers in Teaching Higher-Order-Thinking Skills in Mathematics
Formative assessment may be a useful pedagogical practice to enhance the teaching of HOTS in mathematics. This study explored the impact of a formative assessment intervention on 1) students’ achievements in HOTS mathematics tests (pre-and-post) when their teachers were supported to implement the instructional intervention and 2) Standard 4 (Grade 4) teachers’ formative assessment practices. To explore the effects of 2-day intervention for profes…
Validation of the ADHD-Behaviour Rating Scale for early childhood teacher use in South African classrooms
We tested the construct validity of scores from the Attention Deficit Hyperactivity Disorder Behaviour-Rating Scale (ADHD-BRS) within South African early childhood classrooms in three of the eleven official languages, English, Afrikaans, and isiXhosa. In-service teachers (n = 109) from 112 schools in the Western Cape Province completed the ADHD-BRS for 1 771 Grade One children (female = 50%; median age = 7.39 years). Rasch analysis and Confirmato…
Multiple Imputation for Dichotomous MNAR Items Using Recursive Structural Equation Modeling With Rasch Measures as Predictors
Missing Not at Random (MNAR) data present challenges for the social sciences, especially when combined with Missing Completely at Random (MCAR) data for dichotomous test items. Missing data on a Grade 8 Science test for one school out of seven could not be excluded as the MNAR data were required for tracking learning progression onto the next grade. Multiple imputation (MI) was identified as a solution, and the missingness patterns were modeled w…
Evaluating anchor items and reframing assessment results through a practical application of the Rasch Measurement Model
The monitoring of learning over time is critical for determining progression within and across cohorts of learners. This research investigated the use of the Rasch Measurement Model to determine the functioning of anchor items as well as an application of the model to convert the results to the same metric. A group of 321 Grade 8 learners and the same in the following school year wrote English Additional Language Comprehension Tests aimed at moni…
No prominent works on this page.
Evaluating anchor items and reframing assessment results through a practical application of the Rasch Measurement Model
The monitoring of learning over time is critical for determining progression within and across cohorts of learners. This research investigated the use of the Rasch Measurement Model to determine the functioning of anchor items as well as an application of the model to convert the results to the same metric. A group of 321 Grade 8 learners and the same in the following school year wrote English Additional Language Comprehension Tests aimed at moni…
Multiple Imputation for Dichotomous MNAR Items Using Recursive Structural Equation Modeling With Rasch Measures as Predictors
Missing Not at Random (MNAR) data present challenges for the social sciences, especially when combined with Missing Completely at Random (MCAR) data for dichotomous test items. Missing data on a Grade 8 Science test for one school out of seven could not be excluded as the MNAR data were required for tracking learning progression onto the next grade. Multiple imputation (MI) was identified as a solution, and the missingness patterns were modeled w…
Validation of the ADHD-Behaviour Rating Scale for early childhood teacher use in South African classrooms
We tested the construct validity of scores from the Attention Deficit Hyperactivity Disorder Behaviour-Rating Scale (ADHD-BRS) within South African early childhood classrooms in three of the eleven official languages, English, Afrikaans, and isiXhosa. In-service teachers (n = 109) from 112 schools in the Western Cape Province completed the ADHD-BRS for 1 771 Grade One children (female = 50%; median age = 7.39 years). Rasch analysis and Confirmato…
Evaluating the Impact of Formative Assessment Intervention and Experiences of the Standard 4 Teachers in Teaching Higher-Order-Thinking Skills in Mathematics
Formative assessment may be a useful pedagogical practice to enhance the teaching of HOTS in mathematics. This study explored the impact of a formative assessment intervention on 1) students’ achievements in HOTS mathematics tests (pre-and-post) when their teachers were supported to implement the instructional intervention and 2) Standard 4 (Grade 4) teachers’ formative assessment practices. To explore the effects of 2-day intervention for profes…
Not Liking the Likert? A Rasch Analysis of Forced-choice Format and Usefulness in Survey Design
We have less time and focus than ever before, while the demand for attention is increasing. Therefore, it is no surprise that when answering questionnaires, we often choose to strongly agree or be neutral, producing problematic and unusable data. The current study investigated forced-choice (ipsative) format compared to the same questions on a Likert-type as a viable alternative. An established motivation questionnaire was administered in two ver…
Towards contextual quality
This study presents a contextually responsive evaluation instrument for resource-constrained environments such as colleges in Lesotho. Colleges’ stakeholders’ accreditation experiences, including achievements such as strengthened internal quality cultures and public accountability and challenges like lack of differentiation within standards, complexity, ambiguity and limited contextual alignment. inform the design of the instrument. The study emp…
Developmental psychology (5 works) · Psychology (5 works) · Rasch model (5 works) · Mathematics (3 works) · Psychometrics (3 works) · Statistics (3 works) · Cognitive psychology (2 works) · Item response theory (2 works) · Polytomous Rasch model (2 works) · Qualitative research (2 works)