Ronny Scherer

Postdoctoral Fellow - Centre for Educational Measurement
Image of Ronny Scherer
Norwegian version of this page
Phone +47-22844402
Room 207
Visiting address Nemko Building Gaustadalléen 30 N-0373 Oslo
Postal address Postboks 1161 Blindern 0318 OSLO

Academic interests

My research focuses on substantive-methodological synergisms in the broad areas of science education, computer-based assessment, and problem solving.

Substantive Focus:

  • Measurement of hard-to-measure skills including complex problem solving, adaptability, critical thinking, perseverance, computational thinking, and scientific inquiry
  • Transfer effects and malleability of learning computer programming
  • Integration and effects of digital technology

Methodological Focus:

  • Computer-based assessments and log file analyses
  • Multilevel structural equation modeling (MSEM)
  • Meta-analytic structural equation modeling (MASEM)

Opportunities for supervision

Feel free to get in touch if you are a Master or PhD student who is interested in one or more of the focus areas outlined above.


  • Structural Equation Modeling Workshops, PIAAC Conference & Oxford University Summer School 2017
  • Academic writing (empirical papers), University of Oslo, since 2016
  • Multilevel Regression Analysis, University of Oslo, Norway, since 2014
  • Basic and Advanced Statistical Methods, Berlin Charité, Germany, since 2012
  • Scientific Methodology and Science Education, Humboldt-Universität zu Berlin, 2008-2013


  • Postdoctoral Researcher, CEMO, University of Oslo, Norway, since 2014
  • Postdoctoral Research Fellow, Durham University, UK; Humboldt Graduate School, Humboldt-Universität zu Berlin, Germany, 2013
  • PhD student, Chemistry Education, Humboldt-Universität zu Berlin, Germany, 2008-2012


Research projects

  • Transfer effects and malleability of computer programming skills - Meta-analyses (PROSPERO 2016:CRD42016051756)
  • Considerations of unreliability in correlation- and parameter-based MASEM
  • Measurement of computational thinking in science (CCSE at UiO)
  • Educational assessments of the 21st century: Measuring and understanding students’ adaptability in complex problem solving situations (ADAPT21; funded by The Research Council of Norway 2016-2019; role: PI)
  • OECD Teaching and Learning International Survey (TALIS) 2018
  • OECD PIAAC Problem Solving Working Group 2021/22
  • Critical thinking skills in a changing world - An approach to the design of classroom-based assessments (together with IPED; funded by The Brookings Institution)
  • Bridging the gap between theory and practice - Fostering teacher students' data literacy (together with Trude Nilsen; funded by Såkornmidler at ILS)
Tags: Computer-based assessment, Critical thinking, Problem solving, Science education, Psychometrics, International comparative studies, Computer programming, Meta-analysis


  • Lotz, C., Scherer, R., Greiff, S., & Sparfeldt, J. (2017). Intelligence in action - Effective strategic behaviors while solving complex problems. Intelligence, 64, 98-112. doi:10.1016/j.intell.2017.08.002
  • Greiff, S., Scherer, R., & Kirschner, P. A. (2017). Some critical reflections on the special issue: Current innovations in computer-based assessments. Computers in Human Behavior, doi:10.10167j.chb.2017.08.019
  • Scherer, R., Greiff, S., & Kirschner, P. A. (2017). Editorial to the special issue: Current innovations in computer-based assessments. Computers in Human Behavior, doi:10.1016/j.chb.2017.08.020
  • Scherer, R., & Hatlevik, O. E. (2017). "Sore eyes and distracted" or "excited and confident"?-The role of perceived negative consequences of using ICT for perceived usefulness and self-efficacy. Computers & Education, doi:10.1016/j.compeduc.2017.08.003
  • Siddiq, F., & Scherer, R. (2017). Revealing the processes of students' interaction with a novel collaborative problem solving task: An in-depth analysis of think-aloud protocols. Computers in Human Behavior, doi:10.1016/j.chb.2017.08.007
  • Tondeur, J., Scherer, R., Siddiq, F., & Baran, E. (2017). A comprehensive investigation of TPACK within pre-service teachers' ICT profiles: Mind the gap! Australasian Journal of Educational Technology, 33(3), 46-60. doi:10.14742/ajet.3504
  • Scherer, R. (2017). The quest for the holy grail of validity in science assessments: A comment on Kampa and Köller (2016) “German National Proficiency Scales in Biology: Internal Structure, Relations to General Cognitive Abilities and Verbal Skills”. Science Education. doi:10.1002/sce.21278
  • Greiff, S., Scheiter, K., Scherer, R., Borgonovi, F., Britt, M. A., Graesser, A. C., Kitajima, M., Rouet, J.-F. (2017). Adaptive problem solving: Moving towards a new assessment domain in the second cycle of PIAAC. OECD Education Working Papers No. 157. Paris: OECD Publishing. doi:10.1787/90fde2f4-en
  • Hatlevik, O. E., Scherer, R., & Christophersen, K.-A. (2017). Moving beyond the study of gender differences: An analysis of measurement invariance and differential item functioning of an ICT literacy scale. Computers & Education. doi:10.1016/j.compedu.2017.06.003
  • Heitmann, P., Hecht, M., Scherer, R., & Schwanewedel, J. (2017). "Learning science is about facts and language learning is about being discursive" - An empirical investigation of students' disciplinary beliefs in the context of argumentation. Frontiers in Psychology, doi:10.3389/fpsyg.2017.00946
  • Scherer, R., Tondeur, J., & Siddiq, F. (2017). On the quest for validity: Testing the factor structure and measurement invariance or the technology-dimensions in the Technological, Pedagogical, and Content Knowledge (TPACK) model. Computers & Education, 112, 1-17. doi:10.1016/j.compedu.2017.04.012
  • Scherer, R., Rohatgi, A., & Hatlevik, O. E. (2017). Students' profiles of ICT use: Identification, determinants, and relations to achievement in a computer and information literacy test. Computers in Human Behavior, 70, 486-499. doi:10.1016/j.chb.2017.01.034
  • Strietholt, R., & Scherer, R. (2017). The Contribution of International Large-Scale Assessments to Educational Research: Combining Individual and Institutional Data Sources. Scandinavian Journal of Educational Research, 1-18. doi:10.1080/00313831.2016.1258729
  • Bergem, O. K., Nilsen, T., & Scherer, R. (2016). Undervisningskvalitet i matematikk. In O. K. Bergem, H. Kaarstein, & T. Nilsen (Eds.), Vi kan lykkes i realfag - Resultater og analyser fra TIMSS 2015 (pp. 120-136). Oslo: Universitetsforlaget. Link to the chapter
  • Siddiq, F., & Scherer, R. (2016). The relation between teachers' emphasis on the development of students' digital information and communication skills and computer self-efficacy: The moderating roles of age and gender. Large-scale Assessments in Education, 4(1), 1-21. doi:10.1186/s40536-016-0032-4
  • Scherer, R., & Nilsen, T. (2016). The Relations Among School Climate, Instructional Quality, and Achievement Motivation in Mathematics. In T. Nilsen & J.-E. Gustafsson (Eds.), Teacher Quality, Instructional Quality and Student Outcomes: Relationships Across Countries, Cohorts and Time (pp. 51-80). Cham: Springer International Publishing. doi:10.1007/978-3-319-41252-8_3
  • Scherer, R. (2016). Learning from the past - The need for empirical evidence on the transfer effects of computer programming skills. Frontiers in Psychology, 7:1390. doi:10.3389/fpsyg.2016.01390
  • Rohatgi, A., Scherer, R., & Hatlevik, O. E. (2016). The role of ICT self-efficacy for students' ICT use and their achievement in a computer and information literacy test. Computers & Education, 102, 103-116. doi:10.1016/j.compedu.2016.08.001
  • Teig, N., & Scherer, R. (2016). Bringing formal and informal reasoning together - A new era of assessment? Frontiers in Psychology, 7:1097. doi:10.3389/fpsyg.2016.01097
  • Siddiq, F., Hatlevik, O. E., Olsen, R. V., Throndsen, I., & Scherer, R. (2016). Taking a future perspective by learning from the past - A systematic review of assessment instruments that aim to measure primary and secondary school students' ICT literacy. Educational Research Review, 19, 58-84. doi:10.1016.j.edurev.2016.05.002.
  • Greiff, S., Niepel, C., Scherer, R., & Martin, R. (2016). Understanding students' performance in a computer-based assessment of complex problem solving: An analysis of behavioral data from computer-generated log files. Computers in Human Behavior, 61, 36-46. doi:10.1016/j.chb.2016.02.095
  • Scherer, R., Jansen, M., Nilsen, T., Areepattamannil, S., & Marsh, H. W. (2016). The Quest for Comparability: Studying the Invariance of the Teachers' Sense of Self-Efficacy (TSES) Measure across Countries. PLoS One, 11(3), doi:10.1371/journal.pone.0150829
  • Scherer, R., Nilsen, T., & Jansen, M. (2016). Evaluating individual students’ perceptions of instructional quality: An investigation of their factor structure, measurement invariance, and relations to educational outcomes. Frontiers in Psychology, 7:110. doi:10.3389/fpsyg.2016.00110
  • Tondeur, J., van Braak, J., Siddiq, F., & Scherer, R. (2016). Time for a new approach to prepare future teachers for educational technology use: Its meaning and measurement. Computers & Education, 94, 134-150. doi:10.1016/j.compedu.2015.11.009
  • Siddiq, F., Scherer, R., & Tondeur, J. (2016). Teachers' emphasis on developing students' digital information and communication skills (TEDDICS): A new construct in 21st century education. Computers & Education, 92-93, 1-14. doi:10.1016/j.compedu.2015.10.006
  • Scherer, R. (2015). Is it time for a new measurement approach? A closer look at the assessment of cognitive adaptability in complex problem solving. Frontiers in Psychology, 6:1664. doi:10.3389/fpsyg.2015.01664
  • Scherer, R., & Gustafsson, J.-E. (2015). Student assessment of teaching as a source of information about aspects of teaching quality in multiple subject domains: An application of multilevel bifactor structural equation modeling. Frontiers in Psychology, 6:1550. doi:10.3389/fpsyg.2015.01550
  • Scherer, R., & Siddiq, F. (2015). Revisiting teachers' computer self-efficacy: A differentiated view on gender differences. Computers in Human Behavior, 53, 48-57. doi:10.1016/j.chb.2015.06.038
  • Scherer, R., Siddiq, F., & Teo, T. (2015). Becoming more specific: Measuring and modeling teachers' perceived usefulness of ICT in the context of teaching and learning. Computers & Education, 88, 202-214. doi:10.1016/j.compedu.2015.05.005
  • Scherer, R., & Gustafsson, J.-E. (2015). The relations among openness, perseverance, and performance in creative problem solving: A substantative-methodological approach. Thinking Skills and Creativity, 18, 4-17. doi:10.1016/j.tsc.2015.04.004
  • Jansen, M., Scherer, R., & Schroeders, U. (2015). Students’ self-concept and self-efficacy in the sciences: Differential relations to antecedents and educational outcomes. Contemporary Educational Psychology, 41, 13-24. doi:10.1016/j.cedpsych.2014.11.002
  • Scherer, R., Greiff, S., & Hautamäki, J. (2015). Exploring the relation between time on task and ability in complex problem solving. Intelligence, 48, 37-50. doi:10.1016/j.intell.2014.10.003
  • Scherer, R., & Siddiq, F. (2015). The Big-Fish-Little-Pond-Effect revisited: Do different types of assessments matter? Computers & Education, 80, 198-210. doi:10.1016/j.compedu.2014.09.003
  • Scherer, R. (2015). Psychometric challenges in modeling scientific problem-solving competency: An item response theory approach. In B. Lausen, S. Krolak-Schwerdt, & M. Böhmer (Eds.), Data Science, Learning by Latent Structures, and Knowledge Discovery. Berlin, Heidelberg: Springer. doi:10.1007/978-3-662-44983-7
  • Scherer, R., & Beckmann, J. F. (2014). The acquisition of problem solving competence: evidence from 41 countries that math and science education matters. Large-Scale Assessments in Education, 2:10. doi:10.1186/s40536-014-0010-7
  • Scherer, R. (2014). Komplexes Problemlösen im Fach Chemie: Ein domänenspezifischer Zugang [Complex problem solving in chemistry: A domain-specific approach]. Zeitschrift für Pädagogische Psychologie, 28, 181-192. doi:10.1024/1010-0652/a000136
  • Scherer, R., Meßinger-Koppelt, J., & Tiemann, R. (2014). Developing a computer-based assessment of complex problem solving in chemistry. International Journal of STEM Education (SpringerOpen), 1:2. doi:10.1186/2196-7822-1-2
  • Scherer, R., & Tiemann, R. (2014). Measuring students’ progressions in scientific problem solving: A psychometric approach. Procedia – Behavorial and Social Sciences, 112, 87-96. doi:10.1016/j.sbspro.2014.01.1142
  • Scherer, R., & Tiemann, R. (2014). The development of scientific strategy knowledge across grades: A psychometric approach. SAGE Open, 4(1), 1-14. doi:10.1177/2158244014522076
  • Scherer, R., & Tiemann, R. (2014). Evidence on the effects of task interactivity and grade level on thinking skills involved in complex problem solving. Thinking Skills and Creativity, 11, 48-64. doi:10.1016/j.tsc.2013.10.003
  • Scherer, R. (2013). Further evidence on the structural relationship between academic self-concept and self-efficacy: On the effects of domain specificity. Learning and Individual Differences, 28, 9-19. doi:10.1016/j.lindif.2013.09.008
  • Scherer, R., & Tiemann, R. (2012). Factors of problem-solving competency in a virtual chemistry environment: The role of metacognitive knowledge about strategies. Computers & Education, 59, 1199-1214. doi:10.1016/j.compedu.2012.05.020
  • Scherer, R. (2012). Analyse der Struktur, Messinvarianz und Ausprägung komplexer Problemlösekompetenz im Fach Chemie – Eine Querschnittstudie in der Sekundarstufe I und am Übergang zur Sekundarstufe II [Analyzing the structure, measurement invariance, and performance of complex problem-solving competency in chemistry – A cross-sectional study within secondary level I and at the transition to the upper secondary level]. Berlin: Logos.
  • Scherer, R., Patzwaldt, K., & Tiemann, R. (2011). Covariates of complex problem solving competency in chemistry. Science Education Review Letters, 1, 1-6.
Published Oct. 14, 2014 4:23 PM - Last modified Aug. 25, 2017 12:50 PM