Prof V Scherman

• PhD Assessment and Quality Assurance (2003-2007)
• Post Graduate Certificate in Higher Education (2006-2007)
• Master’s Degree in Research Psychology (2000-2002)
• Honours Degree in Psychology (1999)
• Honours Degree in Philosophy (1998)
• Bachelor of Arts (1997)

Research interests:

• Safe and orderly environments in schools
• School effectiveness research
• Psychometrics
• Mixed methods

• Safe and orderly environments in schools
• Psychometrics
• Mixed methods

Book Chapters:

van Staden , S., & Scherman, V. (2018). Considering  school-based interventions: What do you need to think about? Pretoria: Juta

Williams, B & Scherman V. (2017). Living the Rainbow - Furthering Education Quality and Democracy through the Evaluation of Educational Outcomes using the Annual National Assessment. In D Podems (Ed.), Democratic Evaluation and Democracy: Exploring the Reality. Charlotte: IAP.

Scherman, V., & Smit, B. (2017).  Using mixed methods to explore the validity of a secondary school monitoring system: A case from South Africa. SAGE Research methods cases.

Scherman, V., & Bosker, R.J. (2017). Introduction. In V Scherman, R.J. Bosker & S.J. Howie (Eds), Monitoring the quality of education in schools: Examples of feedback into education systems from developed and emerging economies. Amsterdam, The Netherlands: Sense Publishers.

Scherman, V., & Fraser, W.J. (2017). Monitoring and self-evaluation: Examples of and implications for South Africa. In V Scherman, R.J. Bosker & S.J. Howie (Eds), Monitoring the quality of education in schools: Examples of feedback into education systems from developed and emerging economies. Amsterdam, The Netherlands: Sense Publishers.

Howie, S.J., Scherman, V., & van Staden, S. (2017). Frameworks for the analysis of monitoring data related to achievement. In V Scherman, R.J. Bosker & S.J. Howie (Eds), Monitoring the quality of education in schools: Examples of feedback into education systems from developed and emerging economies. Amsterdam, The Netherlands: Sense Publishers.

Howie, S.J., & Scherman, V. (2017). Monitoring systems for the future. In V Scherman, R.J. Bosker & S.J. Howie (Eds), Monitoring the quality of education in schools: Examples of feedback into education systems from developed and emerging economies. Amsterdam, The Netherlands: Sense Publishers.

Scherman, V. (2016). Methodological standards and fit for purpose: What criteria should psychologists use to evaluate of psychological assessments. In R. Ferreira (Ed.), Psychological Assessment in the South African Context. Cape Town, South Africa: Juta.

Scherman, V., Bosker, R.J., & Howie, S.J (Eds). (2017). Monitoring the quality of education in schools: Examples of feedback into education systems from developed and emerging economies.  Amsterdam, The Netherlands: Sense Publishers.

Scherman, V., & Zimmerman, L. (Forthcoming). Harnessing mixed methods for research instrument development and legitimation. In C Poth (Ed), Handbook of Mixed Methods Research Designs. London: SAGE.

Smit, B., Scherman, V., & Liebenberg, L. (2023). Thinking qualitatively in the context of mixed methods research: Implications for study design. In Qualitative, Multimethod and Mixed Methods Research. International Encyclopedia of Education. https://doi.org/10.1016/B978-0-12-818630-5.11084-X

Scherman, V., & Liebenberg, L. (2021). Item response theory integrating qualitative data. In AJ Onwuegbuzie & R.B Johnson (Eds), The Routledge Reviewer’s Guide to Mixed Methods Analysis. London: Routledge.

Scherman, V., & Liebenberg, L. (Eds). (Forthcoming). African Schools as Enabling Spaces: A Framework for Building Communities of Care. London: Routledge

Loock, C., & Scherman, V. (2020). Educational assessment in a time of reform standards and standard setting for excellence in education. London: Routledge.

Scherman, V., Bosker, R.J., & Howie, S.J (Eds). (2017). Monitoring the quality of education in schools: Examples of feedback into education systems from developed and emerging economies.  Amsterdam, The Netherlands: Sense Publishers.

Publications

Articles:

Scherman, V. (Forthcoming, April 2018). Writing a book review for the International Journal of Multiple Research Approaches. International Journal of Multiple Research Approaches.

Scherman, V. (Forthcoming, April 2018). Exploring the validity of a monitoring system at the secondary school level using mixed methods as a framework. International Journal of Multiple Research Approaches.

Scherman, V, Zimmerman, L., & Smit, B. (Forthcoming, April 2018). Mixed Method Data Analysis: An Exploratory Approach to Strengthening Inferences about Relationships and Affinities. International Journal of Multiple Research Approaches.

Combrinck, C., Scherman, V., Maree, D., & Howie, S.J. (2018). Multiple imputation for dichotomous MNAR items using recursive structural equation modelling with Rasch measures as predictors. SAGE Open, 1-12. doi.org/10.1177/2158244018757584

Combrinck, C., Scherman, V., & Maree, D. (2017). Evaluating anchor items and reframing  assessment results through a practical application of the Rasch Measurement Model. South African Journal of Psychology, 47 (3), 316-329.

Combrinck, C., Scherman, V., & Maree, D. (2016). The use of Rasch competency bands for reporting criterion-referenced feedback and curriculum-standards attainment. Perspectives in Education, 34 (4), 62-78.

Smit. B., & Scherman, V. (2016). A case for relational leadership and an ethics of care for counteracting bullying at schools [Special issue]. South African Journal of Education, 36(4): Art. # 1312, 9 pages. doi: 10.15700/saje.v36n4a1312

Long, C., Engelbrecht, J, Scherman, V., Dunne, T. (2016). Investigating the treatment of missing data in an Olympiad-type test – the case of the selection validity of the South African Mathematics Olympiad. Pythagoras, 37(1), a333. http://dx.doi.org/10.4102/pythagoras.v37i1.333

Steelman, T., Nichols, E.G., James, A., Bradfoot, L., Ebersohn, L.,Scherman, V., Omidire, F., Bunn, D., Twine, W., & McHale, M. (2015). Practicing the science of sustainability: The challenges of transdisciplinarity in a developing world context.  Sustainability Science, 10, 581-599. 

Articles in Peer-Reviewed Journals:

Liebenberg, L., & Scherman, V. (2021). Resilience and the SDGs: Promoting child and youth resilience and related mental health outcomes. Journal of Psychology in Africa, 31(5), 455-463, DOI: 10.1080/14330237.2021.1978180

Scherman, V. (2020). The role of social network composition in the phenomenon of bullying: Insights into how cohesive school communities can be fostered. Child Care in Practice, 26(4), 373-389.

Hitchcock, J.H., Onwuegbuzie, A.J., Johnson, R. B., Smit, B., Scherman, V., & Song, D. (2019). Editors’ Introduction and progress report. International Journal of Multiple Research Approaches, 11 (1), 1–4.

Combrinck, C., Scherman, V., Maree, D., & Howie. S.J. (2018). Multiple imputation for dichotomous MNAR items using recursive structural equation modeling with Rasch measures as predictors. SAGE Open 1, 1–12 DOI: 10.1177/2158244018757584.

Scherman, V. (2018). Exploring the validity of a monitoring system at the secondary school level using mixed methods as a framework. International Journal of Multiple Research Approaches, 10 (1), 251–270 https://doi.org/10.29034/ijmra.v10n1a16

Scherman, V, Zimmerman, L., & Smit, B. (2018). Mixed Method Data Analysis: An Exploratory Approach to Strengthening Inferences about Relationships and Affinities. International Journal of Multiple Research Approaches, 10 (1), 57–76. https://doi.org/10.29034/ijmra.v10n1a4

Combrinck, C., Scherman, V., & Maree, D. (2017). Evaluating anchor items and reframing assessment results through a practical application of the Rasch Measurement Model. South African Journal of Psychology, 37 (3), 316–329.

Bio:

Professor, Education Specialist and Research Psychologist with over 20 years of experience in the education, lecture coordination and research support provision fields. Expertise lies in working on funded projects, drawing on knowledge of education systems (school and higher education) and data analytics to implement changes, as well as using systems resources to facilitate change.