Our latest publications

  • Brosseau, Danielle; Braeken, Johan; Carmack, Cindy; Rosberger, Zeev & Körner, Annett (2021). We think we can: development of the Dyadic Efficacy Scale for Cancer. Journal of Psychosocial Oncology Research and Practice. ISSN 2637-5974. 3(4). doi: 10.1097/OR9.0000000000000066.
  • Steinmann, Isa; Strietholt, Rolf & Braeken, Johan (2021). A Constrained Factor Mixture Analysis Model for Consistent and Inconsistent Respondents to Mixed-Worded Scales. Psychological methods. ISSN 1082-989X. doi: 10.1037/met0000392. Full text in Research Archive
  • Greiff, Samuel; Graesser, Arthur C.; Iliescu, Dragos; Rouet, Jean-François; Scheiter, Katharina & Scherer, Ronny [Show all 8 contributors for this article] (2021). PIAAC Cycle 2 assessment framework: Adaptive problem solving, The Assessment Frameworks for Cycle 2 of the Programme for the International Assessment of Adult Competencies. OECD Publishing. ISSN 9789264946064. p. 155–203. doi: 10.1787/4bc2342d-en.
  • Damsa, Crina I.; Langford, Malcolm; Uehara, Dan & Scherer, Ronny (2021). Teachers’ agency and online education in times of crisis. Computers in Human Behavior. ISSN 0747-5632. 121(106793). doi: 10.1016/j.chb.2021.106793.. Full text in Research Archive
  • Schauber, Stefan Kilian; Hautz, Stefanie C.; Kämmer, Juliane E.; Stroben, Fabian & Hautz, Wolf E. (2021). Do different response formats affect how test takers approach a clinical reasoning task? An experimental study on antecedents of diagnostic accuracy using a constructed response and a selected response format. Advances in Health Sciences Education. ISSN 1382-4996. doi: 10.1007/s10459-021-10052-z. Full text in Research Archive
  • Nilsen, Trude; Scherer, Ronny & Blömeke, Sigrid (2021). Hva fremmer et innovativt miljø i skolen, og hvilken betydning har det for læreres undervisning? In Björnsson, Julius Kristjan (Eds.), Hva kan vi lære av TALIS 2018? Gode relasjoner som grunnlag for læring. Cappelen Damm Akademisk. ISSN 978-82-02-71880-0. p. 35–55. doi: https%3A/doi.org/10.23865/noasp.123.
  • Zhang, Maoxin; Andersson, Björn & Fang, Wang (2021). Are competitive people less altruistic and more manipulative? Associations among subtypes of competitiveness, hypothetical altruism, and Machiavellianism. Personality and Individual Differences. ISSN 0191-8869. 181. doi: 10.1016/j.paid.2021.111037.
  • Philipsen, Brent; Tondeur, Jo; Scherer, Ronny; Pynoo, Bram & Zhu, Chang (2021). Measuring institutional support for online and blended learning professional development: validating an instrument that examines teachers’ perceptions. International Journal of Research & Method in Education. ISSN 1743-727X. doi: 10.1080/1743727X.2021.1926973.
  • König, Johannes; Blömeke, Sigrid; Jentsch, Armin; Schlesinger, Lena; née Nehls, Caroline Felske & Musekamp, Frank [Show all 7 contributors for this article] (2021). The links between pedagogical competence, instructional quality, and mathematics achievement in the lower secondary classroom. Educational Studies in Mathematics. ISSN 0013-1954. 107(1), p. 189–212. doi: 10.1007/s10649-020-10021-0.
  • Teo, Timothy; Unwin, Siobhan; Scherer, Ronny & Gardiner, Veronica (2021). Initial teacher training for twenty-first century skills in the Fourth Industrial Revolution (IR 4.0): A scoping review. Computers & Education. ISSN 0360-1315. doi: 10.1016/j.compedu.2021.104223.
  • Ye, Wangbei; Zhu, Liping & Ye, Wangqiong (2021). Motivation and morality to manage a class: perceptions of homeroom teachers in China’s Tianjin city. Educational studies (Dorchester-on-Thames). ISSN 0305-5698. p. 1–19. doi: 10.1080/03055698.2021.1873736.
  • Qazi, Atika; Hasan, Najmul; Abayomi-Alli, Olusola; Hardaker, Glenn; Scherer, Ronny & Sarker, Yeahia [Show all 8 contributors for this article] (2021). Gender differences in information and communication technology use & skills: a systematic review and meta-analysis. Education and Information Technologies : Official Journal of the IFIP technical committee on Education. ISSN 1360-2357. doi: 10.1007/s10639-021-10775-x.
  • Ye, Wangbei; Wang, Zixuan; Zhang, Xuan; Ding, Yingying & Ye, Wangqiong (2021). Comparing motivations of pre-service and beginning teachers in China: impact of culture and experience. Journal of Education for Teaching. ISSN 0260-7476. 47(4), p. 576–589. doi: 10.1080/02607476.2021.1898911.
  • Reis Costa, Denise; Bolsinova, Maria; Tijmstra, Jesper & Andersson, Björn (2021). Improving the Precision of Ability Estimates Using Time-On-Task Variables: Insights From the PISA 2012 Computer-Based Assessment of Mathematics. Frontiers in Psychology. ISSN 1664-1078.
  • Scherer, Ronny; Siddiq, Fazilat & Sánchez-Scherer, Bárbara (2021). Some Evidence on the Cognitive Benefits of Learning to Code. Frontiers in Psychology. ISSN 1664-1078. 12. doi: 10.3389/fpsyg.2021.559424. Full text in Research Archive
  • Strello, Andrés; Strietholt, Rolf; Steinmann, Isa & Siepmann, Charlotte (2021). Early Tracking and Different Types of Inequalities in Achievement: Difference-in-Differences Evidence from 20 Years of Large-scale Assessments. Educational Assessment, Evaluation and Accountability. ISSN 1874-8597. doi: 10.1007/s11092-020-09346-4. Full text in Research Archive
  • Veletic, Jelena & Olsen, Rolf Vegar (2021). Developing a shared cluster construct of instructional leadership in TALIS. Studies in Educational Evaluation. ISSN 0191-491X. doi: 10.1016/j.stueduc.2020.100942.
  • Sun, Xiaojian; Andersson, Björn & Xin, Tao (2021). A New Method to Balance Measurement Accuracy and Attribute Coverage in Cognitive Diagnostic Computerized Adaptive Testing. Applied Psychological Measurement. ISSN 0146-6216. doi: 10.1177/01466216211040489. Full text in Research Archive
  • Dörendahl, Jan; Scherer, Ronny; Greiff, Samuel; Martin, Romain & Niepel, Christoph (2021). Dimensional Comparisons in the Formation of Domain-Specific Achievement Goals. Motivation Science. ISSN 2333-8113. doi: 10.1037/mot0000203.
  • Kampa, Nele; Scherer, Ronny; Saß, Steffani & Schipolowski, Stefan (2021). The relation between science achievement and general cognitive abilities in large-scale assessments. Intelligence. ISSN 0160-2896. doi: 10.1016/j.intell.2021.101529. Full text in Research Archive
  • Karlsen, Jannicke; Hjetland, Hanne Næss; Hagtvet, Bente Eriksen; Braeken, Johan & Melby-Lervåg, Monica (2021). The concurrent and longitudinal relationship between narrative skills and other language skills in children . First language. ISSN 0142-7237. doi: 10.1177/0142723721995688. Full text in Research Archive
  • Kämmer, Juliane E.; Schauber, Stefan Kilian; Hautz, Stefanie C.; Stroben, Fabian & Hautz, Wolf E. (2021). Differential diagnosis checklists reduce diagnostic error differentially: a randomized experiment. Medical Education. ISSN 0308-0110. doi: 10.1111/medu.14596.
  • Backfisch, Iris; Scherer, Ronny; Siddiq, Fazilat; Lachner, Andreas & Scheiter, Katharina (2021). Teachers' technology use for teaching: Comparing two explanatory mechanisms. Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. 104(August). doi: 10.1016/j.tate.2021.103390.
  • Stedal, Kristin; Broomfield, Catherine; Hay, Phillipa; Touyz, Stephen & Scherer, Ronny (2021). Neuropsychological functioning in adult anorexia nervosa: A meta-analysis. Neuroscience and Biobehavioral Reviews. ISSN 0149-7634. 130, p. 214–226. doi: 10.1016/j.neubiorev.2021.08.021. Full text in Research Archive
  • Kinge, Jonas Minet; Øverland, Simon Nygaard; Flatø, Martin; Dieleman, Joseph; Røgeberg, Ole Jørgen & Magnus, Maria Christine [Show all 13 contributors for this article] (2021). Parental income and mental disorders in children and adolescents: prospective register-based study. International Journal of Epidemiology. ISSN 0300-5771. p. 1–13. doi: 10.1093/ije/dyab066. Full text in Research Archive
  • Fink, Aron; Spoden, Christian; Frey, Andreas & Naumann, Patrick (2021). Kriteriumsorientiertes adaptives Testen mit der KAT-HS-App. Diagnostica. ISSN 0012-1924. 67(2), p. 110–114. doi: 10.1026/0012-1924/a000268.
  • Veletic, Jelena & Olsen, Rolf Vegar (2021). Exploring school leadership profiles across the world: a cluster analysis approach to TALIS 2018. International Journal of Leadership in Education. ISSN 1360-3124. doi: 10.1080/13603124.2021.1953612.
  • Ye, Wangqiong; Strietholt, Rolf & Blömeke, Sigrid (2021). Academic resilience: underlying norms and validity of definitions. Educational Assessment, Evaluation and Accountability. ISSN 1874-8597. 33(1), p. 169–202. doi: 10.1007/s11092-020-09351-7.
  • Ghannoum, Salim; Antos, Kamil; Netto, Waldir Leoncio; Gomes, Cecil; Köhn-Luque, Alvaro & Farhan, Hesso (2021). CellMAPtracer: A User-Friendly Tracking Tool for Long-Term Migratory and Proliferating Cells Associated with FUCCI Systems. Cells. ISSN 2073-4409. 10(2), p. 1–18. doi: 10.3390/cells10020469.
  • Torkildsen, Janne von Koss; Bratlie, Siri Steffensen; Kristensen, Jarl Kleppe; Gustafsson, Jan-Eric; Lyster, Solveig Alma Halaas & Snow, Catherine [Show all 12 contributors for this article] (2021). App-based morphological training produces lasting effects on word knowledge in primary school children: A randomized controlled trial. Journal of Educational Psychology. ISSN 0022-0663. p. 1–23. doi: 10.1037/edu0000688.
  • Chen, Chia-Wen; Wang, Wen-Chung; Mok, Magdalena Mo Ching & Scherer, Ronny (2021). A Lognormal Ipsative Model for Multidimensional Compositional Items. Frontiers in Psychology. ISSN 1664-1078. 12, p. 1–19. doi: 10.3389/fpsyg.2021.573252. Full text in Research Archive
  • Andersson, Björn; Luo, Hao; Wong, Gloria & Lum, Terry (2021). Linking the Scores of the Montreal Cognitive Assessment 5-min and the interRAI Cognitive Performance Scale in Older Adults With Mild Physical or Cognitive Impairment. Frontiers in Psychiatry. ISSN 1664-0640. 12. doi: 10.3389/fpsyt.2021.705188. Full text in Research Archive
  • Hosoya, Georg; Blömeke, Sigrid; Eilerts, Katja; Jenßen, Lars & Eid, Michael (2021). Absolute and Relative Judgment Accuracy: Early Childhood Teachers' Competence to Evaluate Children's Mathematical Skills. Frontiers in Psychology. ISSN 1664-1078. 12. doi: 10.3389/fpsyg.2021.701730.
  • Kalandadze, Tamara; Braeken, Johan; Brynskov, Cecilia & Næss, Kari-Anne Bottegaard (2021). Metaphor Comprehension in Individuals with Autism Spectrum Disorder: Core Language Skills Matter. Journal of Autism and Developmental Disorders. ISSN 0162-3257. p. 1–11. doi: 10.1007/s10803-021-04922-z.
  • Frey, Andreas; Spoden, Christian & Born, Sebastian (2020). Construction of psychometrically sound written university exams. Psychological Test and Assessment Modeling. ISSN 2190-0493. 65(4), p. 472–486.
  • Frey, Andreas (2020). Computerisiertes adaptives Testen. In Moosbrugger, Helfried & Kelava, Augustin (Ed.), Testtheorie und Fragebogenkonstruktion. Springer Berlin/Heidelberg. ISSN 978-3-662-61531-7. p. 501–524. doi: https%3A/doi.org/10.1007/978-3-662-61532-4_20.
  • Hartig, Johannes; Frey, Andreas & Jude, Nina (2020). Validität von Testwertinterpretationen. In Moosbrugger, Helfried & Kelava, Augustin (Ed.), Testtheorie und Fragebogenkonstruktion. Springer Berlin/Heidelberg. ISSN 978-3-662-61531-7. p. 529–545. doi: https%3A/doi.org/10.1007/978-3-662-61532-4_21.
  • Scherer, Ronny & Teo, Timothy (2020). A tutorial on the meta-analytic structural equation modeling of reliability coefficients. Psychological methods. ISSN 1082-989X. 25(6), p. 747–775. doi: 10.1037/met0000261. Full text in Research Archive
  • Scherer, Ronny; Siddiq, Fazilat & Tondeur, Jo (2020). All the same or different? Revisiting measures of teachers' technology acceptance. Computers & Education. ISSN 0360-1315. 143. doi: 10.1016/j.compedu.2019.103656. Full text in Research Archive
  • Jin, Shaobo & Andersson, Björn (2020). A note on the accuracy of adaptive Gauss–Hermite quadrature. Biometrika. ISSN 0006-3444. 107(3). doi: 10.1093/biomet/asz080.
  • Rohatgi, Anubha & Scherer, Ronny (2020). Identifying profiles of students' school climate perceptions using PISA 2015 data. Large-scale Assessments in Education. ISSN 2196-0739. 8(1). doi: 10.1186/s40536-020-00083-0. Full text in Research Archive
  • Scherer, Ronny; Siddiq, Fazilat & Sánchez Viveros, Bárbara (2020). A meta-analysis of teaching and learning computer programming: Effective instructional approaches and conditions. Computers in Human Behavior. ISSN 0747-5632. 109, p. 1–18. doi: 10.1016/j.chb.2020.106349. Full text in Research Archive
  • Ræder, Henrik Galligani; Olsen, Rolf Vegar & Blömeke, Sigrid (2020). Large-Scale Assessments in the Norwegian Context. In Harju-Luukkainen, Heidi Katarina; McElvany, Nele & Stang, Justine (Ed.), Monitoring Student Achievement in the 21st Century. European Policy Perspectives and Assessment Strategies.. Springer Nature. ISSN 978-3-030-38968-0. p. 195–206. doi: https%3A/doi.org/10.1007/978-3-030-38969-7_16. Full text in Research Archive
  • Hjetland, Hanne Næss; Brinchmann, Ellen Iren; Scherer, Ronny; Hulme, Charles & Melby-Lervåg, Monica (2020). Preschool pathways to reading comprehension: A systematic meta-analytic review. Educational Research Review. ISSN 1747-938X. 30:100323, p. 1–23. doi: 10.1016/j.edurev.2020.100323. Full text in Research Archive
  • Andersson, Björn & Xin, Tao (2020). Estimation of Latent Regression Item Response Theory Models Using a Second-Order Laplace Approximation. Journal of educational and behavioral statistics. ISSN 1076-9986. doi: 10.3102/1076998620945199. Full text in Research Archive
  • Teig, Nani; Scherer, Ronny & Kjærnsli, Marit (2020). Identifying patterns of students' performance on simulated inquiry tasks using PISA 2015 log‐file data. Journal of Research in Science Teaching. ISSN 0022-4308. 57, p. 1400–1429. doi: 10.1002/tea.21657. Full text in Research Archive
  • Gin, Brian; Sim, Nicholas; Skrondal, Anders & Rabe-Hesketh, Sophia (2020). A dyadic IRT model. Psychometrika. ISSN 0033-3123. 85, p. 815–836. doi: 10.1007/s11336-020-09718-1.
  • Spoden, Christian; Fleischer, Jens & Frey, Andreas (2020). Person misfit, test anxiety, and test-taking motivation in a large-scale mathematics proficiency test for self-evaluation. Studies in Educational Evaluation. ISSN 0191-491X. 67. doi: 10.1016/j.stueduc.2020.100910. Full text in Research Archive
  • Frey, Andreas & Hartig, Johannes (2020). Methodological challenges of international student assessment. In Harju-Luukkainen, Heidi Katarina; McElvany, Nele & Stang, Justine (Ed.), Monitoring Student Achievement in the 21st Century. European Policy Perspectives and Assessment Strategies.. Springer Nature. ISSN 978-3-030-38968-0. p. 39–49. doi: https%3A/doi.org/10.1007/978-3-030-38969-7_4. Full text in Research Archive
  • Spoden, Christian; Frey, Andreas; Fink, Aron & Naumann, Patrick (2020). Kompetenzorientierte elektronische Hochschulklausuren im Studium des Lehramts. In Kaspar, Kai; Becker-Mrotzek, Michael; Hofhues, Sandra; Konig, Johannes & Schmeinck, Daniela (Ed.), Bildung, Schule und Digitalisierung . Waxmann Verlag. ISSN 9783830942467. p. 184–189. doi: https%3A/doi.org/10.31244/9783830992462. Full text in Research Archive
  • Frey, Andreas; Spoden, Christian; Fink, Aron & Born, Sebastian (2020). Kompetenzorientierte individualisierte Hochschulklausuren und deren prüfungsrechtliche Einordnung. E-learning and Education. ISSN 1860-7470. 13. Full text in Research Archive
  • König, Christoph; Khorramdel, Lale; Yamamoto, Kentaro & Frey, Andreas (2020). The benefits of fixed item parameter calibration for parameter accuracy in small sample situations in large-scale assessments. Educational Measurement: Issues and Practice. ISSN 0731-1745. doi: 10.1111/emip.12381. Full text in Research Archive
  • Yang, Xinrong; Kaiser, Gabriele; König, Johannes & Blömeke, Sigrid (2020). Relationship between pre-service mathematics teachers’ knowledge, beliefs and instructional practices in China. ZDM: Mathematics Education. ISSN 1863-9690. 52(2), p. 281–294. doi: 10.1007/s11858-020-01145-x. Full text in Research Archive
  • Blömeke, Sigrid & König, Johannes (2020). Wirksamkeits-Ansatz in der Lehrerinnen- und Lehrerbildung . In Cramer, Colin; König, Johannes & Blömeke, Sigrid (Ed.), Handbuch Lehrerinnen- und Lehrerbildung. Verlag Julius Klinkhardt. ISSN 9783838554730. p. 172–178.
  • Cramer, Colin; Rothland, Martin; König, Johannes & Blömeke, Sigrid (2020). Einführung in das Handbuch Lehrerinnen- und Lehrerbildung. In Cramer, Colin; König, Johannes & Blömeke, Sigrid (Ed.), Handbuch Lehrerinnen- und Lehrerbildung. Verlag Julius Klinkhardt. ISSN 9783838554730. p. 11–18.
  • Zhang, Maoxin; Hongyun, Liu & Yunyun, Zhang (2020). Adolescent social networks and physical, verbal, and indirect aggression in China: The moderating role of gender. Frontiers in Psychology. ISSN 1664-1078. 11:658, p. 1–16. doi: 10.3389/fpsyg.2020.00658. Full text in Research Archive
  • Jentsch, Armin; Casale, Gino; Schlesinger, Lena; Kaiser, Gabriele; Konig, Johannes & Blömeke, Sigrid (2020). Variability and generalizability of ratings on the quality of mathematics instruction between and within lessons. Unterrichtswissenschaft. ISSN 0340-4099. 48(2), p. 179–197. doi: 10.1007/s42010-019-00061-8.
  • Scherer, Ronny (2020). The case for good discipline? Evidence on the interplay between disciplinary climate, socioeconomic status, and science achievement from PISA 2015. In Frønes, Tove Stjern; Pettersen, Andreas; Radišić, Jelena & Buchholtz, Nils (Ed.), Equity, Equality and Diversity in the Nordic Model of Education. Springer. ISSN 9783030616472. p. 197–224. doi: 10.1007/978-3-030-61648-9_8. Full text in Research Archive
  • Gunnes, Nina; Gjessing, Håkon K.; Bakken, Inger Johanne Landsjøåsen; Ghaderi, Sara; Gran, Jon Michael & Hungnes, Olav [Show all 13 contributors for this article] (2020). Seasonal and pandemic influenza during pregnancy and risk of fetal death: A Norwegian registry‑based cohort study. European Journal of Epidemiology (EJE). ISSN 0393-2990. 35, p. 371–379. doi: 10.1007/s10654-020-00600-z. Full text in Research Archive
  • Gladushyna, Olesya; Strietholt, Rolf & Steinmann, Isa (2020). Disentangling general achievement levels and subject-specific strengths and weaknesses in mathematics, reading, and science. Educational Assessment, Evaluation and Accountability. ISSN 1874-8597. doi: 10.1007/s11092-020-09352-6. Full text in Research Archive
  • Liu, Chen-Wei; Andersson, Björn & Skrondal, Anders (2020). A Constrained Metropolis–Hastings Robbins–Monro Algorithm for Q Matrix Estimation in DINA Models. Psychometrika. ISSN 0033-3123. 85, p. 322–357. doi: 10.1007/s11336-020-09707-4. Full text in Research Archive
  • Jenssen, Lars; Hosoya, Georg; Jegodtka, Aljoscha Jakob; Eilerts, Katja; Eid, Michael & Blömeke, Sigrid (2020). Effects of Early Childhood Teachers’ Mathematics Anxiety on the Development of Children’s Mathematical Competencies. In Zlatkin-Troitschanskaia, Olga (Eds.), Student Learning in German Higher Education. Springer. ISSN 978-3-658-27886-1. p. 141–162. doi: https%3A/doi.org/10.1007/978-3-658-27886-1_8. Full text in Research Archive
  • Felske, Caroline; König, Johannes; Klemenz, Stefan; Kaiser, Gabriele; Ross, Nathalie & Blömeke, Sigrid (2020). Pädagogisches Wissen von berufstätigen Mathematiklehrkräften: Validierung der Konstruktrepräsentation im TEDS-M-Instrument. Diagnostica. ISSN 0012-1924. p. 110–122. Full text in Research Archive
  • Jentsch, Armin; Schlesinger, Lena; Heinrich, Hannah; Kaiser, Gabriele; König, Johannes & Blömeke, Sigrid (2020). Erfassung der fachspezifischen Qualität von Mathematikunterricht: Faktorenstruktur und Zusammenhänge zur professionellen Kompetenz von Mathematiklehrpersonen. Journal für Mathematik-Didaktik. ISSN 0173-5322. doi: 10.1007/s13138-020-00168-x. Full text in Research Archive
  • Bergem, Ole Kristian; Nilsen, Trude; Mittal, Oleksandra & Ræder, Henrik Galligani (2020). Can teachers’ instruction increase low-SES students’ motivation to learn mathematics? . In Frønes, Tove Stjern; Pettersen, Andreas; Radišić, Jelena & Buchholtz, Nils (Ed.), Equity, Equality and Diversity in the Nordic Model of Education. Springer. ISSN 9783030616472. p. 251–272. doi: 10.1007/978-3-030-61648-9_10.
  • Nilsen, Trude; Scherer, Ronny; Gustafsson, Jan-Eric; Teig, Nani & Kaarstein, Hege (2020). Teachers’ role in enhancing equity: A multilevel structural equation modeling with mediated moderation. In Frønes, Tove Stjern; Pettersen, Andreas; Radišić, Jelena & Buchholtz, Nils (Ed.), Equity, Equality and Diversity in the Nordic Model of Education. Springer. ISSN 9783030616472. p. 173–196. doi: 10.1007/978-3-030-61648-9_7. Full text in Research Archive
  • Howard, Sarah K.; Tondeur, Jo; Siddiq, Fazilat & Scherer, Ronny (2020). Ready, set, go! Profiling teachers' readiness for online teaching in secondary education. Technology, Pedagogy and Education. ISSN 1475-939X. doi: 10.1080/1475939X.2020.1839543. Full text in Research Archive
  • Scherer, Ronny; Howard, Sarah K.; Tondeur, Jo & Siddiq, Fazilat (2020). Profiling Teachers' Readiness for Online Teaching and Learning in Higher Education: Who's Ready? Computers in Human Behavior. ISSN 0747-5632. 118. doi: 10.1016/j.chb.2020.106675. Full text in Research Archive
  • Rutkowski, David & Aursand, Leah (2020). Exemption or Exclusion? A study of student exclusion in PISA in Norway. Nordic Journal of Studies in Educational Policy. ISSN 2002-0317. p. 1–14. doi: 10.1080/20020317.2020.1856314. Full text in Research Archive
  • Felske, Caroline; Konig, Johannes; Kaiser, Gabriele; Klemenz, Stefan; Ross, Natalie & Blömeke, Sigrid (2020). Pedagogical Knowledge-Validating the Construct Representation in the TEDS-M Test among In-Service Mathematics Teachers. Diagnostica. ISSN 0012-1924. 66(2), p. 110–122. doi: 10.1026/0012-1924/a000250.
  • Addey, Camilla; Maddox, Bryan & Zumbo, Bruno D. (2020). Assembled validity: rethinking Kane’s argument-based approach in the context of International Large-Scale Assessments (ILSAs). Assessment in education: Principles, Policy & Practice. ISSN 0969-594X. doi: 10.1080/0969594X.2020.1843136.
  • Scherer, Ronny (2020). Analysing PIAAC Data with Structural Equation Modelling in Mplus. In Maehler, Débora B. & Rammstedt, Beatrice (Ed.), Large-Scale Cognitive Assessment: Analyzing PIAAC Data . Springer Nature. ISSN 978-3-030-47515-4. p. 165–208. doi: https%3A/doi.org/10.1007/978-3-030-47515-4_8. Full text in Research Archive
  • Blömeke, Sigrid; Kaiser, Gabriele; König, Johannes & Jentsch, Armin (2020). Profiles of mathematics teachers’ competence and their relation to instructional quality. ZDM: Mathematics Education. ISSN 1863-9690. 52, p. 329–342. doi: 10.1007/s11858-020-01128-y. Full text in Research Archive
  • Engelhardt, Lena; Naumann, Johannes; Goldhammer, Frank; Frey, Andreas; Wenzel, Franziska & Hartig, Katja [Show all 7 contributors for this article] (2020). Convergent evidence for validity of a performance-based ICT skills test. European Journal of Psychological Assessment. ISSN 1015-5759. 36, p. 269–279. doi: 10.1027/1015-5759/a000507.
  • Yang, Xinrong; Kaiser, Gabriele; König, Johannes & Blömeke, Sigrid (2020). Relationship between Chinese Mathematics Teachers’ Knowledge and Their Professional Noticing. International Journal of Science and Mathematics Education. ISSN 1571-0068. doi: 10.1007/s10763-020-10089-3.
  • Hummelen, Benjamin; Braeken, Johan; Christensen, Tore Buer; Nysæter, Tor Erik; Germans Selvik, Sara & Walther, Kristoffer Lygren [Show all 9 contributors for this article] (2020). A psychometric analysis of the structured clinical interview for the DSM-5 alternative model for personality disorders module I (SCID-5-AMPD-I): Level of personality functioning scale . Assessment (Odessa, Fla.). ISSN 1073-1911. 28(5), p. 1320–1333. doi: 10.1177/1073191120967972. Full text in Research Archive
  • Paap, Muirne C.S.; Hummelen, Benjamin; Braeken, Johan; Arnevik, Espen Kristian Ajo; Walderhaug, Espen & Wilberg, Theresa [Show all 9 contributors for this article] (2020). A multi-center psychometric evaluation of the Severity Indices of Personality Problems 118 (SIPP-118): Do we really need all those facets? Quality of Life Research. ISSN 0962-9343. 30(2), p. 567–575. doi: 10.1007/s11136-020-02654-8. Full text in Research Archive
  • Braeken, Johan & Paap, Muirne C. S. (2020). Making Fixed-Precision Between-Item Multidimensional Computerized Adaptive Tests Even Shorter by Reducing the Asymmetry Between Selection and Stopping Rules. Applied Psychological Measurement. ISSN 0146-6216. doi: 10.1177/0146621620932666. Full text in Research Archive
  • Luo, Hao; Andersson, Björn Håkan; Tang, Jennifer & Wong, Gloria (2019). Applying Item Response Theory Analysis to the Montreal Cognitive Assessment in a Low-Education Older Population. Assessment (Odessa, Fla.). ISSN 1073-1911. p. 1–13. doi: 10.1177/1073191118821733.
  • Liu, Yanlou; Xin, Tao; Andersson, Bjørn & Tian, Wei (2019). Information matrix estimation procedures for cognitive diagnostic models. British Journal of Mathematical & Statistical Psychology. ISSN 0007-1102. 72(1), p. 18–37. doi: 10.1111/bmsp.12134.
  • Scherer, Ronny; Siddiq, Fazilat & Sánchez Viveros, Bárbara (2019). The Cognitive Benefits of Learning Computer Programming: A Meta-Analysis of Transfer Effects. Journal of Educational Psychology. ISSN 0022-0663. 111(5), p. 764–792. doi: 10.1037/edu0000314. Full text in Research Archive

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  • Cramer, Colin; König, Johannes & Blömeke, Sigrid (2020). Handbuch Lehrerinnen- und Lehrerbildung. Verlag Julius Klinkhardt. ISBN 9783838554730. 887 p.

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  • Torkildsen, Janne von Koss; Bratlie, Siri Steffensen; Kristensen, Jarl Kleppe; Gustafsson, Jan-Eric; Lyster, Solveig Alma Halaas & Snow, Catherine [Show all 12 contributors for this article] (2021). App-based morphological training produces lasting effects on word knowledge in primary school children.
  • Iliescu, Dragos; Greiff, Samuel; Proyer, René; Ziegler, Matthias; Allen, Mark & Claes, Laurence [Show all 15 contributors for this article] (2021). Supporting Academic Freedom and Living Societal Responsibility. European Journal of Psychological Assessment. ISSN 1015-5759. doi: 10.1027/1015-5759/a000652.
  • Steinmann, Isa & Rutkowski, Leslie (2021). The Link between Gender Gaps in Secondary School Enrollment and Achievement.
  • Gladushyna, Olesya; Strietholt, Rolf & Steinmann, Isa (2021). Educational Gap Among Fourth Graders: Subject-Specific Strength and Weaknesses by Country, Gender, and Language Background.
  • Steinmann, Isa; Braeken, Johan & Strietholt, Rolf (2021). Identifying Inconsistent Respondents to Mixed-Worded Scales in Large-Scale Assessments.
  • Steinmann, Isa (2021). No, I don’t think I am no good at all! Double negation troubles in mixed-worded questionnaires.
  • Vartun, Marika & Grønlid, Gunnhild Nedberg (2021). Språk-app kan berike ordforrådet til barn. Forskning.no. ISSN 1891-635X.
  • Steinmann, Isa & Olsen, Rolf Vegar (2021). Equality of school effectiveness in the Nordic countries.
  • Strello, Andrés; Strietholt, Rolf & Steinmann, Isa (2021). The Effect of Between-school Tracking on School Segregation: International Evidence on Socioeconomic and Gender Segregation.
  • Ræder, Henrik Galligani; Olsen, Rolf Vegar & Andersson, Björn (2020). Comparing measures of numeracy across grades.
  • Tjønn, Henrik & Ræder, Henrik Galligani (2020). Elevmedvirkning i vurderingsarbeid. Bedre Skole. ISSN 0802-183X. 1, p. 21–25.
  • Brysbaert, Marc; Bakk, Zsuzsa; Buchanan, Erin M; Drieghe, Denis; Frey, Andreas & Kim, Eunsook [Show all 12 contributors for this article] (2020). Into a new decade . Behavior Research Methods. ISSN 1554-351X. doi: 10.3758/s13428-020-01497-y.
  • Siddiq, Fazilat; Scherer, Ronny & Tondeur, Jo (2020). Developing Students’ Collaborative Problem-Solving Competence (TEACH21st): Towards a linking science.
  • Brandmo, Christian; Bjørnebekk, Gunnar; Mononen, Riikka; Olsen, Rolf Vegar & Slungård, Kristin (2021). Læring, motivasjon, trivsel og tverrfaglige tema i fagfornyelsen: Teknisk rapport fra utviklingen av spørreskjema til elever og lærere. Universitetet i Oslo. ISSN 978-82-93847-05-2. Full text in Research Archive
  • Brandmo, Christian; Bjørnebekk, Gunnar; Mononen, Riikka-Maija; Olsen, Rolf Vegar & Slungård, Kristin (2021). Læring, motivasjon, trivsel og tverrfaglige tema i fagfornyelsen: Teknisk rapport fra utviklingen av spørreskjema til elever og lærere. Universitetet i Oslo.
  • Fütterer, Tim; Lachner, Andreas; Scheiter, Katharina; Scherer, Ronny & Stürmer, Kathleen (2020). Will, Skill or Conscientiousness: What Predicts Teachers' ICT-Related Professional Development? (Study Protocol). Leibniz Psychology.
  • Ræder, Henrik Galligani & Olsen, Rolf Vegar (2020). Utvikling av nasjonale prøver – rapport 2b: Endelig rapport av vertikalt lenkedesign for de nasjonale prøvene i regning 5.-8. trinn. Universitetet i Oslo.

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