Ronny Scherer

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

Academic interests

My research focuses on the synergisms between educational measurement, assessment, and technology in the broad areas of international large-scale assessments, research syntheses, and digital education.

Substantive Focus:

  • Research syntheses in the fields of international large-scale assessments, educational technology and measurement, digital divides
  • Integration and acceptance of digital technology in education
  • Measurement of complex skills, such as complex problem solving, adaptability, critical thinking, computational thinking, scientific inquiry, and executive functions

Methodological Focus:

  • Meta-analyses of international large-scale assessment data, including cumulative, multivariate, and spatial meta-analyses
  • Multilevel structural equation modeling (MSEM) and meta-analytic structural equation modeling (MASEM)
  • Computer-based assessments and log-file data analyses

Opportunities for supervision

Please 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.

Teaching

List of courses

Background

  • Professor of Educational Assessment and Measurement, CEMO, University of Oslo, since 2019
  • Professor of Educational Assessment and Data Analysis, ILS, University of Oslo, 2018-2019
  • Senior researcher, CEMO, University of Oslo, Norway, 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

Source: http://www.researchtransparency.org/

Research projects

  • Meta-analyses of international large-scale assessment and complex survey data
  • Meta-analyses in educational science, technology, and psychology
  • Meta-analytic structural equation modelling in educational measurement
  • Quality assessment of primary studies in meta-analysis (QuAMA; together with Valentin Emslander)
  • 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)

Publication material

Tags: Meta-analysis, International large-scale assessment, Computer-based assessment, Log file data

Publications

  • Scherer, Ronny (2022). Analyzing International Large-Scale Assessment Data with a Hierarchical Approach. In Nilsen, Trude; Stancel-Piątak, Agnes & Gustafsson, Jan-Eric (Ed.), International Handbook of Comparative Large-Scale Studies in Education. Springer. ISSN 978-3-030-38298-8. doi: 10.1007/978-3-030-38298-8_59-1.
  • Talić, Irma; Scherer, Ronny; Marsh, Herbert W.; Greiff, Samuel; Möller, Jens & Niepel, Christoph (2022). Uncovering everyday dynamics in students' perceptions of instructional quality with experience sampling. Learning and Instruction. ISSN 0959-4752. doi: 10.1016/j.learninstruc.2022.101594.
  • Konstantinidou, Evi & Scherer, Ronny (2022). Teaching with technology: A large-scale, international, and multilevel study of the roles of teacher and school characteristics. Computers & Education. ISSN 0360-1315. 179. doi: 10.1016/j.compedu.2021.104424.
  • Stedal, Kristin; Scherer, Ronny; Touyz, Stephen; Hay, Phillipa & Broomfield, Catherine (2021). Neuropsychological functioning in young anorexia nervosa: A meta-analysis. Journal of Child Psychology and Psychiatry. ISSN 0021-9630. p. 1–10. doi: 10.1111/jcpp.13562. Full text in Research Archive
  • 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.
  • 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
  • Blömeke, Sigrid; Nilsen, Trude & Scherer, Ronny (2021). School Innovativeness Is Associated With Enhanced Teacher Collaboration, Innovative Classroom Practices, and Job Satisfaction. Journal of Educational Psychology. ISSN 0022-0663. doi: 10.1037/edu0000668.
  • 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
  • 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
  • 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. doi: 10.1016/j.tate.2021.103390.
  • 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.
  • 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. 170. doi: 10.1016/j.compedu.2021.104223.
  • Damsa, Crina I.; Langford, Malcolm; Scherer, Ronny & Uehara, Dan (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
  • 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: 10.23865/noasp.123. 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.
  • 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. 7(3), p. 306–318. 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. 86. doi: 10.1016/j.intell.2021.101529. Full text in Research Archive
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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: 10.1007/978-3-030-47515-4_8. 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
  • 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
  • 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
  • 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
  • Huang, Fang; Teo, Timothy & Scherer, Ronny (2020). Investigating the antecedents of university students’ perceived ease of using the Internet for learning. Interactive Learning Environments. ISSN 1049-4820. doi: 10.1080/10494820.2019.1710540.
  • 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
  • Goldhammer, Frank; Scherer, Ronny & Greiff, Samuel (2019). Advancements in Technology-Based Assessment: Emerging Item Formats, Test Designs, and Data Sources. Frontiers in Psychology. ISSN 1664-1078. doi: 10.3389/fpsyg.2019.03047. Full text in Research Archive
  • Scherer, Ronny & Teo, Timothy (2019). Editorial to the special section—Technology acceptance models: What we know and what we (still) do not know. British Journal of Educational Technology (BJET). ISSN 0007-1013. 50(5). doi: 10.1111/bjet.12866. Full text in Research Archive
  • Teig, Nani; Scherer, Ronny & Nilsen, Trude (2019). I Know I Can, but Do I Have the Time? The Role of Teachers’ Self-Efficacy and Perceived Time Constraints in Implementing Cognitive-Activation Strategies in Science. Frontiers in Psychology. ISSN 1664-1078. 10(3389). doi: 10.3389/fpsyg.2019.01697. Full text in Research Archive
  • Scherer, Ronny & Nilsen, Trude (2019). Closing the gaps? Differential effectiveness and accountability as a road to school improvement. School Effectiveness and School Improvement. ISSN 0924-3453. 30(3), p. 255–260. doi: 10.1080/09243453.2019.1623450. Full text in Research Archive
  • Tondeur, Jo; Scherer, Ronny; Siddiq, Fazilat & Baran, Evrim (2019). Enhancing pre-service teachers’ technological pedagogical content knowledge (TPACK): a mixed-method study. Educational technology research and development. ISSN 1042-1629. doi: 10.1007/s11423-019-09692-1. Full text in Research Archive
  • Vanslambrouck, Silke; Zhu, Chang; Pynoo, Bram; Lombaerts, Koen; Tondeur, Jo & Scherer, Ronny (2019). A latent profile analysis of adult students' online self-regulation in blended learning environments. Computers in Human Behavior. ISSN 0747-5632. doi: 10.1016/j.chb.2019.05.021. Full text in Research Archive
  • Scherer, Ronny & Siddiq, Fazilat (2019). The relation between students' socioeconomic status and ICT literacy: Findings from a meta-analysis. Computers & Education. ISSN 0360-1315. 138, p. 13–32. doi: 10.1016/j.compedu.2019.04.011. Full text in Research Archive
  • Siddiq, Fazilat & Scherer, Ronny (2019). Is there a gender gap? A meta-analysis of the gender differences in students' ICT literacy. Educational Research Review. ISSN 1747-938X. 27, p. 205–217. doi: 10.1016/j.edurev.2019.03.007. Full text in Research Archive
  • Scherer, Ronny & Teo, Timothy (2019). Unpacking teachers' intentions to integrate technology: A meta-analysis. Educational Research Review. ISSN 1747-938X. 27, p. 90–109. doi: 10.1016/j.edurev.2019.03.001. Full text in Research Archive
  • Tondeur, Jo; Scherer, Ronny; Baran, Evrim; Siddiq, Fazilat; Valtonen, Teemu & Sointu, Erkko (2019). Teacher educators as gatekeepers: Preparing the next generation of teachers for technology integration in education. British Journal of Educational Technology (BJET). ISSN 0007-1013. 50(3), p. 1189–1209. doi: 10.1111/bjet.12748.
  • 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
  • Scherer, Ronny; Siddiq, Fazilat & Tondeur, Jo (2019). The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in education. Computers & Education. ISSN 0360-1315. 128, p. 13–35. doi: 10.1016/j.compedu.2018.09.009. Full text in Research Archive
  • Scherer, Ronny & Wiberg, Marie (2018). Special feature: advanced technologies in educational assessment. Behaviormetrika. ISSN 0385-7417. doi: 10.1007/s41237-018-0071-y. Full text in Research Archive
  • Nilsen, Trude; Scherer, Ronny & Blömeke, Sigrid (2018). The relation of science teachers' quality and instruction to student motivation and achievement in the 4th and 8th grade: A Nordic perspective. In Ministers, Nordic Council of (Eds.), Northern Lights on TIMSS and PISA 2018. Nordic Council of Ministers:. ISSN 978-92-893-5565-0. p. 61–94. doi: 10.6027/TN2018-524.
  • Scherer, Ronny & Guttersrud, Øystein (2018). Observing the World Through Your Own Lenses – The Role of Perceived Adaptability for Epistemological Beliefs About the Development of Scientific Knowledge. Frontiers in Psychology. ISSN 1664-1078. 9. doi: 10.3389/fpsyg.2018.01006. Full text in Research Archive
  • Greiff, Samuel & Scherer, Ronny (2018). Still Comparing Apples With Oranges? Some Thoughts on the Principles and Practices of Measurement Invariance Testing. European Journal of Psychological Assessment. ISSN 1015-5759. 34(3), p. 141–144. doi: 10.1027/1015-5759/a000487.
  • Teig, Nani; Scherer, Ronny & Nilsen, Trude (2018). More isn't always better: The curvilinear relationship between inquiry-based teaching and student achievement in science. Learning and Instruction. ISSN 0959-4752. 56, p. 20–29. doi: 10.1016/j.learninstruc.2018.02.006.
  • Greiff, Samuel & Scherer, Ronny (2018). Complex Problem Solving and Its Position in the Wider Realm of the Human Intellect. Journal of Intelligence. ISSN 2079-3200. 6(5). doi: 10.3390/jintelligence6010005. Full text in Research Archive
  • Scherer, Ronny; Tondeur, Jo; Siddiq, Fazilat & Baran, Evrim (2018). The importance of attitudes toward technology for pre-service teachers' technological, pedagogical, and content knowledge: Comparing structural equation modeling approaches. Computers in Human Behavior. ISSN 0747-5632. 80, p. 67–80. doi: 10.1016/j.chb.2017.11.003. Full text in Research Archive
  • Nerstad, Christina G. L.; Rosalind, Searle; Černe, Matej; Dysvik, Anders; Škerlavaj, Miha & Scherer, Ronny (2018). Perceived Mastery Climate, Felt Trust, and Knowledge Sharing. Journal of Organizational Behavior. ISSN 0894-3796. 39(4), p. 429–447. doi: 10.1002/job.2241. Full text in Research Archive
  • Strietholt, Rolf & Scherer, Ronny (2018). The Contribution of International Large-Scale Assessments to Educational Research: Combining Individual and Institutional Data Sources. Scandinavian Journal of Educational Research. ISSN 0031-3831. 62(3), p. 368–385. doi: 10.1080/00313831.2016.1258729. Full text in Research Archive
  • Hjetland, Hanne Næss; Brinchmann, Ellen Iren; Scherer, Ronny & Melby-Lervåg, Monica (2017). Preschool predictors of later reading comprehension ability: a systematic review. Campbell systematic reviews. ISSN 1891-1803. 14. doi: 10.4073/csr.2017.14. Full text in Research Archive
  • Lotz, Christin; Scherer, Ronny; Greiff, Samuel & Sparfeldt, J. R. (2017). Intelligence in action – Effective strategic behaviors while solving complex problems. Intelligence. ISSN 0160-2896. 64, p. 98–112. doi: 10.1016/j.intell.2017.08.002. Full text in Research Archive
  • Greiff, Samuel; Scherer, Ronny & Kirschner, Paul A. (2017). Some critical reflections on the special issue: Current innovations in computer-based assessments. Computers in Human Behavior. ISSN 0747-5632. 76, p. 715–718. doi: 10.1016/j.chb.2017.08.019. Full text in Research Archive
  • Tondeur, Jo; Scherer, Ronny; Siddiq, Fazilat & Baran, Evrim (2017). A comprehensive investigation of TPACK within pre-service teachers' ICT profiles: Mind the gap! Australasian Journal of Educational Technology. ISSN 1449-3098. 33(3), p. 46–60. doi: 10.14742/ajet.3504. Full text in Research Archive
  • Scherer, Ronny & Siddiq, Fazilat (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. ISSN 0747-5632. 76, p. 509–525. doi: 10.1016/j.chb.2017.08.007. Full text in Research Archive
  • Scherer, Ronny & Hatlevik, Ove Edvard (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. ISSN 0360-1315. 115, p. 188–200. doi: 10.1016/j.compedu.2017.08.003. Full text in Research Archive
  • Scherer, Ronny (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. ISSN 0036-8326. 101(5), p. 845–853. doi: 10.1002/sce.21278. Full text in Research Archive
  • Greiff, Samuel; Scheiter, Katharina; Scherer, Ronny; Borgonovi, Francesca; Britt, M. Anne & Graesser, Arthur C. [Show all 8 contributors for this article] (2017). Adaptive problem solving - Moving towards a new assessment domain in the second cycle of PIAAC. OECD Education Working Papers. ISSN 1993-9019. doi: 10.1787/90fde2f4-en.
  • Hatlevik, Ove Edvard; Scherer, Ronny & Christophersen, Knut-Andreas (2017). Moving beyond the study of gender differences: An analysis of measurement invariance and differential item functioning of an ICT literacy scale. Computers & Education. ISSN 0360-1315. 113, p. 280–293. doi: 10.1016/j.compedu.2017.06.003. Full text in Research Archive
  • Heitmann, Patricia; Hecht, Martin; Scherer, Ronny & Schwanewedel, Julia (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. ISSN 1664-1078. 8(946), p. 1–16. doi: 10.3389/fpsyg.2017.00946. Full text in Research Archive
  • Scherer, Ronny; Tondeur, Jo & Siddiq, Fazilat (2017). On the quest for validity: Testing the factor structure and measurement invariance of the technology-dimensions in the Technological, Pedagogical, and Content Knowledge (TPACK) model. Computers & Education. ISSN 0360-1315. 112, p. 1–17. doi: 10.1016/j.compedu.2017.04.012. Full text in Research Archive
  • Scherer, Ronny; Rohatgi, Anubha & Hatlevik, Ove Edvard (2017). Students' profiles of ICT use: Identification, determinants, and relations to achievement in a computer and information literacy test. Computers in Human Behavior. ISSN 0747-5632. 70, p. 486–499. doi: 10.1016/j.chb.2017.01.034. Full text in Research Archive
  • Greiff, Samuel; Niepel, Christoph; Scherer, Ronny & Martin, Romain (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. ISSN 0747-5632. 61, p. 36–46. doi: 10.1016/j.chb.2016.02.095.
  • Bergem, Ole Kristian; Nilsen, Trude & Scherer, Ronny (2016). Undervisningskvalitet i Matematikk. In Bergem, Ole Kristian; Kaarstein, Hege & Nilsen, Trude (Ed.), Vi kan lykkes i realfag - Resultater og analyser fra TIMSS 2015. Universitetsforlaget. ISSN 978-82-15-02798-2. p. 120–136. doi: 10.18261/97882150279999-2016-08. Full text in Research Archive
  • Siddiq, Fazilat & Scherer, Ronny (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. ISSN 2196-0739. 4. doi: 10.1186/s40536-016-0032-4. Full text in Research Archive
  • Scherer, Ronny & Nilsen, Trude (2016). The Relations Among School Climate, Instructional Quality, and Achievement Motivation in Mathematics. In Nilsen, Trude & Gustafsson, Jan-Eric (Ed.), Teacher Quality, Instructional Quality and Student Outcome. Relationships Across Countries, Cohorts and Time.. Springer. ISSN 978-3-319-41251-1. p. 51–80. doi: 10.1007/978-3-319-41252-8_3. Full text in Research Archive
  • Scherer, Ronny (2016). Learning from the Past – The Need for Empirical Evidence on the Transfer Effects of Computer Programming Skills. Frontiers in Psychology. ISSN 1664-1078. 7(1390). doi: 10.3389/fpsyg.2016.01390. Full text in Research Archive
  • Rohatgi, Anubha; Scherer, Ronny & Hatlevik, Ove Edvard (2016). The role of ICT self-efficacy for students' ICT use and their achievement in a computer and information literacy test. Computers & Education. ISSN 0360-1315. 102, p. 103–116. doi: 10.1016/j.compedu.2016.08.001.
  • Teig, Nani & Scherer, Ronny (2016). Bringing formal and informal reasoning together - A new era of assessment? Frontiers in Psychology. ISSN 1664-1078. 7. doi: 10.3389/fpsyg.2016.01097. Full text in Research Archive
  • Siddiq, Fazilat; Hatlevik, Ove Edvard; Olsen, Rolf Vegar; Throndsen, Inger & Scherer, Ronny (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. ISSN 1747-938X. 19, p. 58–84. doi: 10.1016/j.edurev.2016.05.002.
  • Scherer, Ronny; Jansen, Malte; Nilsen, Trude; Areepattamannil, Shaljan & Marsh, Herbert W. (2016). The quest for comparability: Studying the invariance of the teachers' sense of self-efficacy (TSES) measure across countries. PLOS ONE. ISSN 1932-6203. 11(3). doi: 10.1371/journal.pone.0150829. Full text in Research Archive
  • Scherer, Ronny; Nilsen, Trude & Jansen, Malte (2016). Evaluating Individual Students’ Perceptions of Instructional Quality: An Investigation of their Factor Structure, Measurement Invariance, and Relations to Educational Outcomes. Frontiers in Psychology. ISSN 1664-1078. 7. doi: 10.3389/fpsyg.2016.00110. Full text in Research Archive
  • Siddiq, Fazilat; Scherer, Ronny & Tondeur, Jo (2016). Teachers' emphasis on developing students' digital information and communication skills (TEDDICS): A new construct in 21st century education. Computers & Education. ISSN 0360-1315. 92-93, p. 1–14. doi: 10.1016/j.compedu.2015.10.006.
  • Tondeur, Jo; van Braak, Johan; Siddiq, Fazilat & Scherer, Ronny (2016). Time for a new approach to prepare future teachers for educational technology use: Its meaning and measurement. Computers & Education. ISSN 0360-1315. 94, p. 134–150. doi: 10.1016/j.compedu.2015.11.009.
  • Scherer, Ronny (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. ISSN 1664-1078. 6. doi: 10.3389/fpsyg.2015.01664. Full text in Research Archive
  • Scherer, Ronny & Gustafsson, Jan-Eric (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. ISSN 1664-1078. 6. doi: 10.3389/fpsyg.2015.01550. Full text in Research Archive
  • Scherer, Ronny (2015). Psychometric Challenges in Modeling Scientific Problem-Solving Competency: An Item Response Theory Approach. In Lausen, Berthold; Krolak-Schwerdt, Sabine & Böhmer, Matthias (Ed.), Data Science, Learning by Latent Structures, and Knowledge Discovery. Springer. ISSN 978-3-662-44982-0. p. 379–388. doi: 10.1007/978-3-662-44983-7_33.
  • Scherer, Ronny & Gustafsson, Jan-Eric (2015). The relations among openness, perseverance, and performance in creative problem solving: A substantive-methodological approach. Thinking Skills and Creativity. ISSN 1871-1871. 18, p. 4–17. doi: 10.1016/j.tsc.2015.04.004.
  • Scherer, Ronny; Siddiq, Fazilat & Teo, Timothy (2015). Becoming more specific: Measuring and modeling teachers' perceived usefulness of ICT in the context of teaching and learning. Computers & Education. ISSN 0360-1315. 88, p. 202–214. doi: 10.1016/j.compedu.2015.05.005.
  • Scherer, Ronny & Siddiq, Fazilat (2015). Revisiting teachers' computer self-efficacy: A differentiated view on gender differences. Computers in Human Behavior. ISSN 0747-5632. 53, p. 48–57. doi: 10.1016/j.chb.2015.06.038.
  • Jansen, Malte; Scherer, Ronny & Schroeders, Ulrich (2015). Students' self-concept and self-efficacy in the sciences: Differential relations to antecedents and educational outcomes. Contemporary Educational Psychology. ISSN 0361-476X. 41, p. 13–24. doi: 10.1016/j.cedpsych.2014.11.002.

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  • Iliescu, Dragos; Rusu, Andrei; Greiff, Samuel; Fokkema, Marjolein & Scherer, Ronny (2022). Why We Need Systematic Reviews and Meta-Analyses in the Testing and Assessment Literature. European Journal of Psychological Assessment. ISSN 1015-5759. 38(2). doi: 10.1027/1015-5759/a000705.
  • 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.
  • Siddiq, Fazilat; Scherer, Ronny & Tondeur, Jo (2020). Developing Students’ Collaborative Problem-Solving Competence (TEACH21st): Towards a linking science.
  • Hjetland, Hanne Næss; Brinchmann, Ellen Iren; Scherer, Ronny & Melby-Lervåg, Monica (2018). Preschool predictors of later reading comprehension ability: a Campbell systematic review.
  • Scherer, Ronny; Siddiq, Fazilat & Sánchez Viveros, Bárbara (2018). Technology and the Mind: Does Learning to Code Improve Cognitive Skills? Proceedings / ACM Multimedia Conference. doi: 10.1145/3183654.3183658.
  • Scherer, Ronny & Nilsen, Trude (2017). Relations between School Climate, Instructional Quality, and Educational Outcomes.
  • Siddiq, Fazilat & Scherer, Ronny (2017). Is there a gap? A meta-analytic review of the gender and SES effects on students’ ICT literacy.
  • Scherer, Ronny; Greiff, Samuel & Kirschner, Paul A. (2017). Editorial to the special issue: Current innovations in computer-based assessments. Computers in Human Behavior. ISSN 0747-5632. 76, p. 604–606. doi: 10.1016/j.chb.2017.08.020. Full text in Research Archive
  • Nerstad, Christina G. L.; Glasø, Lars; Dysvik, Anders & Scherer, Ronny (2016). The mechanism to protest at work: A multilevel study. Academy of Management Proceedings. ISSN 0065-0668. doi: 10.5465/AMBPP.2016.10864abstract.
  • Nerstad, Christina G. L.; Glasø, Lars; Dysvik, Anders & Scherer, Ronny (2016). The mechanism to protest at work: A multilevel study.
  • Siddiq, Fazilat & Scherer, Ronny (2016). Investigating student-student interactions in an assessment of collaborative problem solving: An in-depth analysis of think-aloud protocols.
  • Siddiq, Fazilat & Scherer, Ronny (2016). Do Age and Gender Matter for the Relation Between Teachers’ Computer Self-efficacy and their Emphasis on Developing Students’ Digital Skills?
  • Siddiq, Fazilat & Scherer, Ronny (2015). Teachers’ Perceived usefulness of ICT in teaching and learning: An important determinant of ICT integration in classroom practices.
  • Siddiq, Fazilat & Scherer, Ronny (2015). Teachers Emphasis on Developing Students Digital Information and Communication Skills (TEDDICS) - Looking at 21st Century Education.
  • 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.
  • Kluge, Anders; Dolonen, Jan Arild; Scherer, Ronny & Ludvigsen, Sten Runar (2018). Testing and Teaching Critical Thinking and Problem Solving in a Changing World. Summative report from the PROBE-project: Critical thinking and problem-solving skills in a changing world. An approach to the design of classroom-based assessment and teaching. University of Oslo and the Brookings Institution.
  • Scherer, Ronny & Nilsen, Trude (2017). Relations between School Climate, Instructional Quality, and Educational Outcomes: Findings from TIMSS 2015 in Norway. IEA-IRC Conference Proceedings.
  • Kluge, Anders; Boothby, Russel Clark; Dolonen, Jan Arild; Scherer, Ronny & Ludvigsen, Sten Runar (2017). Critical Thinking in a Changing World: ASSESSMENT FRAMEWORK. University of Oslo and the Brookings Institution.
  • Kluge, Anders; Boothby, Russel Clark; Dolonen, Jan Arild; Scherer, Ronny & Ludvigsen, Sten Runar (2017). Critical Thinking in a Changing World: A Formative Report of the Conceptualization, Assessment, and Implementation of Critical Thinking Skills in 21st Century Education. University of Oslo and the Brookings Institution.

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Published Oct. 14, 2014 4:23 PM - Last modified June 26, 2022 10:29 AM