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[4] Department of Basic Education (2024), South African Systemic Evaluation 2022 Volume 2 Learner Proficiency Report, Department of Basic Education.
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[3] Mullis, I. et al. (2023), PIRLS 2021 International Results in Reading, Boston College, TIMSS & PIRLS International Study Center, https://doi.org/10.6017/lse.tpisc.tr2103.kb5342.
[8] OECD (2025), Results from TALIS 2024 – Country notes: South Africa, OECD Publishing, https://www.oecd.org/en/publications/results-from-talis-2024-country-notes_e127f9e2-en/south-africa_49ebbcf9-en.html.
[12] OECD (2023), OECD Digital Education Outlook 2023: Towards an Effective Digital Education Ecosystem, OECD Publishing, https://doi.org/10.1787/c74f03de-en.
[13] OECD (2023), Untapping the potential of resource banks in the classroom, OECD Publishing, Paris, https://doi.org/10.1787/f1a19b94-en.
[5] OECD (2013), Synergies for Better Learning: An International Perspective on Evaluation and Assessment, OECD Reviews of Evaluation and Assessment in Education, OECD Publishing, Paris, https://doi.org/10.1787/9789264190658-en.
[9] OECD (forthcoming), Consolidating the General Education Certification in South Africa.
[7] OECD (Unpublished), Mapping South Africa’s System Evaluation Assessment Framework against international reference assessments - PISA, PIRLS, TIMMS and SEA-PLM.
[14] OECD (Unpublished), Mapping South Africa’s Systemic Evaluation Teacher Questionnaire against the OECD TALIS Teacher Questionnaire.
[2] von Davier, M. et al. (2024), TIMSS 2023 International Results in Mathematics and Science, Boston College, TIMSS & PIRLS International Study Center, https://doi.org/10.6017/lse.tpisc.timss.rs6460.
[11] Welsh Government (2025), Hwb - Personalised assessments, https://hwb.gov.wales/curriculum-for-wales/reading-and-numeracy-assessments/personalised-assessments (accessed on 2 November 2025).
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