2024
Jappie, N. (2024). The CPA presents Dr. Naziema Jappie. Morgan State University. Retrieved from https://events.morgan.edu/event/the_cpa_presents_dr_naziema_jappie
Sango, T., & Mudavanhu, P. (2024). Assessment for early diagnostics with computer-adaptive technology. In AMESA2024.
Steyn, S. (2024). Using Q-matrices from CDM to inform the development of parallel test forms for the administration of diagnostic assessments in multiple languages. In ITC2024. https://www.itc2024granada.com/programa_itccongress_a4_v2!
Jappie, N. (2024). Developing Intercultural Competencies in a Digital Age in Higher Education in South Africa: Cultivating Global Dialogues. Themed Panel: Paper Presentation in a Themed Session. Thirty-First International Conference on Learning. https://cgscholar.com/cg_event/events/L24en/proposal/69307
Sango, T., Kanjee, R.K., & Koch, K. (2024). Using Data and Learning Analytics to Inform First-Year Student Support Programme Design: Two Case Studies. 40th AEAA conference. UMALUSI.
2023
Sango, T., & Mudavanhu, P. (2023). Assessment innovation with computerized adaptive tests: Unlocking student potential. In TLC2023.
Sango, T., & Steyn, S. (2023). Augmenting the role of a subject matter expert in the assessment development life cycle with ChatGPT. In SAAIR2023.
Sango, T., & Steyn, S. (2023). Mathematics and academic literacy cross-domain analysis in high-stakes assessment for augmented practices in diagnostic interpretation. In Frontier Research in Educational Measurement (FREMO) 2023, Norway, 6-7 September.
Siyaphumelela: Network. (2023). Diagnostic Assessment Series: Session 1. Learning pathway: Diagnostic Assessment in HE: Responding to Student Needs Using a Data-driven Approach. https://siyaphumelela.org.za/services.php
Siyaphumelela: Network. (2023). Diagnostic Assessment Series: Session 2. Learning Pathway: Use of data for student success. Siyaphumelela Portal. https://siyaphumelela.org.za/services.php
Steyn, S., & Sango, T. (2023). NBT mathematics and quantitative literacy: Exploring the connections and gaining insights. In AMESA2023.
Sango, T., & Steyn, S. (2023). Cross-domain mapping in diagnostic assessment: enhancing interpretation for student support [Conference presentation]. In Campbell, A., Holgate, D., & Mofolo-Mbokane, B. (2024). Proceedings of Table Mountain Delta 2023, the 14th Delta Conference on the Teaching and Learning of Undergraduate Mathematics and Statistics.
2022
Jappie, N. (2022). Reconfiguring & reshaping work integrated learning (WIL) for employability beyond COVID. In Education and New Development 2022 (END 2022), Portugal, 17-21 June.
Jappie, N. (2022). Diversity and inclusion in focus: Cultivating a sense of belonging in higher education. In WASET Conference, France, 23-24 June.
Prince, R. (2022). Does higher education entrance assessments in academic and quantitative literacies predict success in STEM programmes? In Southern African Linguistics and Applied Linguistics Society (SALALS) Conference, Potchefstroom, South Africa, 27-30 June.
Steyn, S., & Sango, T. (2022). Academic literacy demands in mathematics problem-solving: Polya's strategy through the AL lens. In Southern African Linguistics and Applied Linguistics Society (SALALS) Conference, Potchefstroom, South Africa, 27-30 June.
Prince, R. (2022). Does higher education entrance assessment in academic literacy predict success in engineering study? In IEEE Procomm 2022 Conference, Ireland, 17-20 July.
Sango, T., & Mudavanhu, P. (2022). Investigating feasibility of computerized adaptive testing (CAT) for NBT mathematics assessment. In IACAT2022 Conference, Germany, 20-22 September.
2021
Jappie, N.B. (2021). Keynote address: Assessment and learning: Reconfiguring & reshaping work integrated learning for employability. Virtual Presentation.
Jappie, N.B. (2021). Round table: Theme: Knowledge-building in educational practices: An inside view: Experiences of part-time doctoral students in knowledge-building. Virtual Presentation.
Prince, R., & Simpson, Z. (2021). Do higher education entrance exams predict success in engineering study? In Proceedings of the 49th Annual European Society of Engineering Education (SEFI) Conference (SEFI 2021).
Steyn, S. (2021). Mapping it all out: Using 'textmapping' to facilitate parallel test development for multilingual administrations. In LTRC 2021 Conference, virtual presentation.
2020
Sango, T., & Steyn, S. (2020). Interpreting rate of change in applied context: reflecting on students’ reasoning. https://dmisrs.co.za/wp-content/uploads/2021/04/Sango-and-Steyn-Interpreting-rate-of-change-in-applied-context-Reflecting-on-students-reasoning.pdf
Sango, T., & Steyn, S. (2020). AMESA mathematics webinar with UCT’s Tatiana Sango and Sanet Steyn - Oxford Resource Hub. Oxford Resource Hub. https://resourcehub.oxford.co.za/uncategorized/amesa-mathematics-webinar-with-ucts-tatiana-sango-and-sanet-steyn/
2019
Prince, R., Mutakwa, D., & Dunlop, J. (2019). The diagnostic potential of admissions tests for South African higher education. In Proceedings of the 8th Research in Engineering Education Symposium (REES 2019), Cape Town, 10–12 July.
Prince, R., & Jaftha, J. (2019). Teaching, learning and assessment of multimodal digital academic numeracy practices. In Approaches to Multimodal Digital Environments: From Theories to Practices (A-MOODE) International Conference, Rome, 20–22 June.
Steyn, S. (2019). Putting on the translator’s cap: Diary of a test designer. Paper presented at the SAALT and SALALS Joint Annual Language Conference, University of Pretoria, 30 June - 4 July.
Steyn, S. (2019). CETAP NBT Workshop: Diagnostic Mathematics Information for Students Retention and Success (DMISRS). Retrieved from https://dmisrs.co.za/wp-content/uploads/2021/01/CETAP_NBT_Workshop-DMISRS-AL-2019-Sanet-Steyn.pdf