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).
- 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 (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.