Ronny Scherer

Image of Ronny Scherer
Norwegian version of this page
Phone +47 22844402
Room 358
Visiting address Forskningsparken Gaustadalléen 21 C1
Postal address Postboks 1161 Blindern 0318 Oslo

Academic interests

My research focuses on substantive-methodological synergisms in the broad areas of international large-scale assessments, meta-analysis, and computer-based assessment.

Substantive Focus:

  • Research syntheses of methodological approaches and substantive applications in the context of international large-scale assessments
  • Measurement of complex skills, including complex problem solving, adaptability, critical thinking, collaboration, computational thinking, and scientific inquiry
  • Integration and effects of digital technology and transfer effects of learning computer programming

Methodological Focus:

  • Meta-analyses of international large-scale assessment data to address educationally relevant research questions (e.g., gender differences, equity and equality)
  • Multilevel structural equation modeling (MSEM)
  • Meta-analytic structural equation modeling (MASEM)
  • Computer-based assessments and log file data analyses

Opportunities for supervision

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


List of courses


  • Senior researcher, CEMO, University of Oslo, Norway, since 2018
  • Postdoctoral Researcher, CEMO, University of Oslo, Norway, 2014-2018
  • Postdoctoral Researcher, Durham University, UK; Humboldt Graduate School, Humboldt-Universität zu Berlin, Germany, 2013
  • PhD student, Chemistry Education, Humboldt-Universität zu Berlin, Germany, 2008-2012

Commitment to research transparency


Research projects

  • Meta-analyses including international large-scale assessment and complex survey data
  • Meta-analyses in educational science, technology, and psychology
  • Meta-analytic structural equation modeling in educational measurement
  • Educational assessments of the 21st century: Measuring and understanding students’ adaptability in complex problem solving situations (ADAPT21; funded by The Research Council of Norway 2016-2022; role: PI)
  • OECD Teaching and Learning International Survey (TALIS) 2018 & 2024
  • IEA International Computer and Information Literacy Study (ICILS) 2023 Norway
  • OECD Programme for the International Assessment of Adult Competencies (PIAAC) Problem Solving Working and Norwegian National Expert Group 2021/22
  • Transfer effects and malleability of computer programming skills - Meta-analyses (PROSPERO 2016:CRD42016051756)
  • Computational thinking in science (CCSE at UiO)
  • Critical thinking skills in a changing world - An approach to the design of classroom-based assessments (PROBE project, together with IPED; funded by The Brookings Institution)
Tags: Meta-analysis, International large-scale assessment, Computer-based assessment, Log file data
Published Oct. 14, 2014 4:23 PM - Last modified July 2, 2021 2:05 PM