Stephan Daus

Doctoral Research Fellow - Centre for Educational Measurement
Image of Stephan Daus
Norwegian version of this page
Phone +47-22844471
Mobile phone 92433550
Room 230
Visiting address Nemko-bygget
Postal address Postboks 1161 Blindern 0318 OSLO
Other affiliations Faculty of Educational Sciences (Student)

Academic interests

My PhD project addresses the item and test side of large-scale assessments, with specific interest in the science part of TIMSS. Most educational research has largely taken the achievement scores as a given, and used e.g. "science achivement" as measured in standardized assessments as outcome variable in correlational studies. In contrast to looking (merely) at the student and class-side of the item response equation, my project looks at what characteristics of the items can explain why some content and task demands is more difficult than others. Key concepts in this research are the opportunities to learn, curriculum alignment and within-domain characteristics. Key methods for exploring these issues include explanatory item response models (see e.g. de Boeck and Wilson, 2004).

My main supervisor is Associate Professor Dr Johan Braeken, and my co-supervisor is Dr Trude Nilsen. The period provided for my research is 2014-2018.

Background (selected)

  • Bachelor in Arabic, University of Bergen, Norway
  • MSc in International Development and Humanitarian Emergencies, London School of Economics (LSE), UK
  • MSc in Social Research Methods and Statistics, University of Manchester, UK

Please see my LinkedIn profile for details.


Daus, S.; Braeken, J. & Nilsen, T. 2015. Explaining Item Difficulty Heterogeneity across Content Groups with Curricular Coverage. International Annual Meeting of the Psychometric Society (IMPS) 2015.

  • [poster award along with 2 other winners, of 119 posters]
  • Poster (pdf)


Item Response Theory at Høyskolen i Oslo og Akershus (January, 2016)

Data Management at UiO, (September, 2015)


  • Daus, Stephan & Braeken, Johan (2018). The sensitivity of TIMSS country rankings in science achievement to differences in opportunity to learn at classroom level. Large-scale assessments in education.  ISSN 2196-0739.  6(1) . doi: 10.1186/s40536-018-0054-1 Show summary

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  • Daus, Stephan & Braeken, Johan (2017). Are TIMSS country scores and rankings sensitive to varying opportunities to learn?.
  • Daus, Stephan (2016). Diving deeper into 'opportunity to learn': Does the 'opportunity to learn'-effect depend upon the content learned and the teacher?.
  • Daus, Stephan (2016). Explaining Difficulties in Large-Scale Assessments: Digging deeper into factors influencing the difficulty of content groups in TIMSS..
  • Daus, Stephan (2016). Exploring Science Content Knowledge: Science Difficulties for Norwegian Pupils in TIMSS.
  • Daus, Stephan (2015). Explanatory Item Response Theory in Large-Scale Science Assessments.
  • Daus, Stephan; Nilsen, Trude & Braeken, Johan (2015). Explaining Item Difficulty Heterogeneity Across Content Groups with Curricular Coverage.

View all works in Cristin

Published Oct. 14, 2014 4:23 PM - Last modified Mar. 31, 2017 12:39 PM