Ronny Scherer

• Damsa, Crina I.; Langford, Malcolm; Uehara, Dan & Scherer, Ronny (2021). Teacher’s Agency and Online Teaching in Times of Crisis. Computers in Human Behavior.  ISSN 0747-5632.
• 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, s 1- 23 . doi: 10.1016/j.edurev.2020.100323 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. Show summary

  In a very short time, secondary school education across the globe transitioned to online learning and teaching, in response to the Covid-19 pandemic. This study aims at identifying teacher profiles in secondary education to better understand perceptions of both individual and institutional readiness to transition to online teaching. To do this, the current study grouped teachers on the basis of their TPACK self-efficacy beliefs, online presence and perceived institutional support for online teaching. To date, data have been collected from teachers (N = 222) from 20 countries. The data were submitted to latent profile analysis to identify readiness profiles. The added value of the current study lies in the combined view of individual and institutional readiness and the uniqueness of the dataset. It provides a large-scale international perspective and a wide range of possible experiences. Findings inform how education institutions can personalise and support transitions to online teaching.

• 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
• 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 Tove Stjern Frønes; Andreas Pettersen; Jelena Radišić & Nils Buchholtz (ed.),  Equity, Equality and Diversity in the Nordic Model of Education.  Springer.  ISBN 9783030616472.  7.  s 173 - 196 Full text in Research Archive. Show summary

  Even though equity is an important aim for the Nordic countries, for many of these countries, the effect of a student’s home background on their achievement seems to increase over time. If the aim is to reduce the effect of SES (socioeconomic status) on student outcomes, there is a need to identify the factors that moderate this relation. One such factor could be teachers and their instruction because they have been found to be key to student outcomes. However, few have linked teachers and their instruction to equity, and fewer still have made this link in Nordic countries. The aim of the present study is to identify the aspects of teacher quality and their instruction that may reduce the relationship between SES and student achievement in the Nordic countries. Eighth-grade students from the only two Nordic countries participating in TIMSS 2015 (Norway and Sweden) were selected. Multigroup, multilevel (students and classes) structural equation models with random slopes were employed to investigate which aspects of teacher quality moderate the relation between SES and student science achievement via instructional quality. The findings show that teacher professional development and specialisation reduce the relation between SES and science achievement via instructional quality in Sweden, while there were no significant findings for Norway. This study contributes to the fields of equity and teacher effectiveness, demonstrating that teachers may make a difference in reducing inequity through their competence and instruction.

• 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 (2020). Analysing PIAAC Data with Structural Equation Modelling in Mplus, In Débora B. Maehler & Beatrice Rammstedt (ed.),  Large-Scale Cognitive Assessment: Analyzing PIAAC Data.  Springer Nature.  ISBN 978-3-030-47515-4.  Full chapter, chapter 8.  s 165 - 208 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 Tove Stjern Frønes; Andreas Pettersen; Jelena Radišić & Nils Buchholtz (ed.),  Equity, Equality and Diversity in the Nordic Model of Education.  Springer.  ISBN 9783030616472.  8.  s 197 - 224 Full text in Research Archive. Show summary

  In both educational and psychological research, the relation between socioeconomic status (SES) and academic achievement is the most widely examined contextual effect. While several research syntheses have reported evidence of positive and significant SES–achievement relations (i.e., higher SES is associated with better academic achievement in several domains), they also reported substantial variation across educational contexts, such as classrooms, schools, and educational systems, and proposed mechanisms underlying these relations. This chapter addressed this variation and tested three hypotheses on the interplay between socioeconomic status, the disciplinary climate in science lessons, and science achievement—the compensation hypothesis, the mediation hypothesis, and the moderation hypothesis. Utilizing the Programme for International Student Assessment (PISA) 2015 data from the Nordic countries (Denmark, Finland, Iceland, Norway, and Sweden), multilevel structural equation modeling provided evidence to test the contextual, indirect, and cross-level interaction effects. While evidence for the compensation hypothesis existed in most Nordic countries, evidence supporting the mediating and moderating roles of the disciplinary climate for the SES–achievement relation was sparse.

• 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.
• 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, s 1- 18 . doi: 10.1016/j.chb.2020.106349 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.
• Scherer, Ronny & Teo, Timothy (2020). A tutorial on the meta-analytic structural equation modeling of reliability coefficients. Psychological methods.  ISSN 1082-989X.  25(6), s 747- 775 . doi: 10.1037/met0000261 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, s 1400- 1429 . doi: 10.1002/tea.21657 Full text in Research Archive. Show summary

  Previous research has demonstrated the potential of examining log‐file data from computer‐based assessments to understand student interactions with complex inquiry tasks. Rather than solely providing information about what has been achieved or the accuracy of student responses (product data), students' log files offer additional insights into how the responses were produced (process data). In this study, we examined students' log files to detect patterns of students' interactions with computer‐based assessment and to determine whether unique characteristics of these interactions emerge as distinct profiles of inquiry performance. Knowledge about the characteristics of these profiles can shed light on why some students are more successful at solving simulated inquiry tasks than others and how to support student understanding of scientific inquiry through computer‐based environments. We analyzed the Norwegian PISA 2015 log‐file data, science performance as well as background questionnaire (N = 1,222 students) by focusing on two inquiry tasks, which required scientific reasoning skills: coordinating the effects of multiple variables and coordinating theory and evidence. Using a mixture modeling approach, we identified three distinct profiles of students' inquiry performance: strategic, emergent, and disengaged. These profiles revealed different characteristics of students' exploration behavior, inquiry strategy, time‐on‐task, and item accuracy. Further analyses showed that students' assignment to these profiles varied according to their demographic characteristics (gender, socio‐economic status, and language at home), attitudes (enjoyment in science, self‐efficacy, and test anxiety), and science achievement. Although students' profiles on the two inquiry tasks were significantly related, we also found some variations in the proportion of students' transitions between profiles. Our study contributes to understanding how students interact with complex simulated inquiry tasks and showcases how log‐file data from PISA 2015 can aid this understanding.

• 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. Show summary

  Technology has become an indispensable tool for educational and psychological assessment in today’s world. Researchers and large-scale assessment programs alike are increasingly using digital technology (e.g., laptops, tablets, and smartphones) to collect behavioral data beyond the mere idea of responses as correct. Along these lines, technology innovates and enhances assessments in terms of item and test design, methods of test delivery, data collection and analysis, as well as the reporting of test results. The aim of this Research Topic is to present recent advancements in technology-based assessment. Our focus is on cognitive assessments, including the measurement of abilities, competencies, knowledge, and skills but may also include non-cognitive aspects of the assessment. In the area of (cognitive) assessments the innovations driven by technology are manifold: Digital assessments facilitate the creation of new types of stimuli and response formats that were out of reach for assessments using paper; for instance, interactive simulations including multimedia elements, as well as virtual or augmented realities which serve as the task environment. Moreover, technology allows the automated generation of items based on specific item models. Such items can be assembled into tests in a more flexible way than that offered by paper-and-pencil tests and could even be created on the fly; for instance, tailoring item difficulty to individual ability (adaptive testing), while assuring that multiple content constraints are met. As a requirement for adaptive testing or to lower the burden of raters coding item responses manually, computers enable the automatic scoring of constructed responses; for instance, text responses can be scored automatically by using natural language processing and text mining. Technology-based assessments provide not only response data (e.g., correct vs. incorrect responses) but also process data (e.g., frequencies and sequences of test-taking strategies, including navigation behavior) which reflects the course of solving a test item. Process data has been used successfully, among others, to evaluate the data quality, to define process-oriented constructs, to improve measurement precision, and to address substantial research questions. We expect the contributions of this Research Topic to build on this research by considering how technology can further improve, and enhance, educational and psychological assessment. Regarding educational testing, both research papers on the assessment of learning (e.g., summative assessment of learning outcomes) and on the assessment for learning (e.g., formative assessment to support the learning process) are welcome. We expect submissions of empirical papers that present and evaluate innovative technology-based assessment approaches, as well as new applications or illustrations of already existing approaches. We are also interested in papers addressing the validity of test scores and other indicators obtained from innovative assessment procedures. Please note that this description serves as a starting point to familiarize potential contributors with the scope of this Research Topic. Thus, there may also be contributions that fit the Research Topic that are not mentioned explicitly here. If you have any questions about the scope of our Research Topic, feel free to contact the editors of this Research Topic. Keywords: technology-based assessment, item design, test design, automatic scoring, process data

• 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), s 255- 260 . doi: 10.1080/09243453.2019.1623450 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, s 13- 32 . doi: 10.1016/j.compedu.2019.04.011 Full text in Research Archive.
• 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), s 764- 792 . doi: 10.1037/edu0000314 Full text in Research Archive. Show summary

  Does computer programming teach students how to think? Learning to program computers has gained considerable popularity, and educational systems around the world are encouraging students in schools and even children in kindergartens to engage in programming activities. This popularity is based on the claim that learning computer programming improves cognitive skills, including creativity, reasoning, and mathematical skills. In this meta-analysis, we tested this claim performing a 3-level, random-effects meta-analysis on a sample of 105 studies and 539 effect sizes. We found evidence for a moderate, overall transfer effect (g = 0.49, 95% CI [0.37, 0.61]) and identified a strong effect for near transfer (g = 0.75, 95% CI [0.39, 1.11]) and a moderate effect for far transfer (g = 0.47, 95% CI [0.35, 0.59]). Positive transfer to situations that required creative thinking, mathematical skills, and metacognition, followed by spatial skills and reasoning existed. School achievement and literacy, however, benefited the least from learning to program. Moderator analyses revealed significantly larger transfer effects for studies with untreated control groups than those with treated (active) control groups. Moreover, published studies exhibited larger effects than gray literature. These findings shed light on the cognitive benefits associated with learning computer programming and contribute to the current debate surrounding the conceptualization of computer programming as a form of problem solving. (PsycINFO Database Record (c) 2018 APA, all rights reserved)

• 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, s 13- 35 . doi: 10.1016/j.compedu.2018.09.009 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.
• Scherer, Ronny & Teo, Timothy (2019). Unpacking teachers' intentions to integrate technology: A meta-analysis. Educational Research Review.  ISSN 1747-938X.  27, s 90- 109 . doi: 10.1016/j.edurev.2019.03.001 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, s 205- 217 . doi: 10.1016/j.edurev.2019.03.007 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.
• 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), s 1189- 1209 . doi: 10.1111/bjet.12748
• 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.
• 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.
• 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), s 141- 144 . doi: 10.1027/1015-5759/a000487
• 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), s 429- 447 . doi: 10.1002/job.2241 Full text in Research Archive. Show summary

  Interpersonal trust is associated with a range of adaptive outcomes, including knowledge sharing. However, to date, our knowledge of antecedents and consequences of employees feeling trusted by supervisors in organizations remains limited. On the basis of a multisource, multiwave field study among 956 employees from 5 Norwegian organizations, we examined the predictive roles of perceived mastery climate and employee felt trust for employees' knowledge sharing. Drawing on the achievement goal theory, we develop and test a model to demonstrate that when employees perceive a mastery climate, they are more likely to feel trusted by their supervisors at both the individual and group levels. Moreover, the relationship between employees' perceptions of a mastery climate and supervisor‐rated knowledge sharing is mediated by perceptions of being trusted by the supervisor. Theoretical contributions and practical implications of our findings are discussed.

• 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 Nordic Council of Ministers (ed.),  Northern Lights on TIMSS and PISA 2018.  Nordic Council of Ministers:.  ISBN 978-92-893-5565-0.  Chapter 3.  s 61 - 94
• 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.
• 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, s 67- 80 . doi: 10.1016/j.chb.2017.11.003 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.
• 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), s 368- 385 . doi: 10.1080/00313831.2016.1258729 Full text in Research Archive.
• 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, s 20- 29 . doi: 10.1016/j.learninstruc.2018.02.006 Show summary

  Previous studies have assumed a linear relationship between inquiry-based teaching and student achievement in science. However this assumption may be questionable. Recent evidence on the effectiveness of inquiry-based teaching has yielded conflicting findings. To test the linearity assumption, the present study investigated the relation between inquiry-based teaching and achievement by taking into account the possible existence of nonlinear relations using Norwegian TIMSS 2015 data. A multilevel structural equation modeling analysis showed that the relationship was curvilinear. Inquiry-based teaching was positively correlated with achievement, but high frequency of inquiry activities was negatively related to achievement. Furthermore, we found that classroom SES did not affect the strength of the relationship between inquiry and achievement. These findings challenge the linearity assumption and contribute to explaining the conflicting evidence in earlier research as well as promote the effectiveness of inquiry-based teaching regardless of students’ socioeconomic backgrounds.

• Greiff, Samuel; Scheiter, Katharina; Scherer, Ronny; Borgonovi, Francesca; Britt, M. Anne; Graesser, Arthur C.; Kitajima, Muneo & Rouet, Jean-François (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
• 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, s 715- 718 . doi: 10.1016/j.chb.2017.08.019 Full text in Research Archive.
• 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, s 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), s 1- 16 . doi: 10.3389/fpsyg.2017.00946 Full text in Research Archive. Show summary

  Argumentation is considered crucial in numerous disciplines in schools and universities because it constitutes an important proficiency in peoples' daily and professional lives. However, it is unclear whether argumentation is understood and practiced in comparable ways across disciplines. This study consequently examined empirically how students perceive argumentation in science and (first) language lessons. Specifically, we investigated students' beliefs about the relevance of discourse and the role of facts. Data from 3,258 high school students from 85 German secondary schools were analyzed with multigroup multilevel structural equation modeling in order to disentangle whether or not differences in argumentation across disciplines exist and the extent to which variation in students' beliefs can be explained by gender and school track. Results showed that students perceived the role of facts as highly relevant for science lessons, whereas discursive characteristics were considered significantly less important. In turn, discourse played a central role in language lessons, which was believed to require less knowledge of facts. These differences were independent of students' gender. In contrast, school track predicted the differences in beliefs significantly. Our findings lend evidence on the existence of disciplinary school cultures in argumentation that may be the result of differences in teachers' school-track-specific classroom practice and education. Implications in terms of a teacher's role in establishing norms for scientific argumentation as well as the impact of students' beliefs on their learning outcomes are discussed.

• 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, s 98- 112 . doi: 10.1016/j.intell.2017.08.002 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), s 845- 853 . doi: 10.1002/sce.21278 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, s 188- 200 . doi: 10.1016/j.compedu.2017.08.003 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, s 486- 499 . doi: 10.1016/j.chb.2017.01.034 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, s 509- 525 . doi: 10.1016/j.chb.2017.08.007 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, s 1- 17 . doi: 10.1016/j.compedu.2017.04.012 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), s 46- 60 . doi: 10.14742/ajet.3504 Full text in Research Archive.
• Bergem, Ole Kristian; Nilsen, Trude & Scherer, Ronny (2016). Undervisningskvalitet i Matematikk, I: Ole Kristian Bergem; Hege Kaarstein & Trude Nilsen (red.),  Vi kan lykkes i realfag - Resultater og analyser fra TIMSS 2015.  Universitetsforlaget.  ISBN 978-82-15-02798-2.  Chapter 7.  s 120 - 136 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, s 36- 46 . doi: 10.1016/j.chb.2016.02.095
• 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, s 103- 116 . doi: 10.1016/j.compedu.2016.08.001
• 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.
• 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 (2016). The Relations Among School Climate, Instructional Quality, and Achievement Motivation in Mathematics, In Trude Nilsen & Jan-Eric Gustafsson (ed.),  Teacher Quality, Instructional Quality and Student Outcome. Relationships Across Countries, Cohorts and Time..  Springer.  ISBN 978-3-319-41251-1.  chapter 3.  s 51 - 80 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; 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, s 58- 84 . doi: 10.1016/j.edurev.2016.05.002
• 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. Show summary

  Teachers’ integration of information and communication technology (ICT) has been widely studied, given that digital competence is considered to be a crucial outcome of twenty first century education. In this context, research highlighted teachers’ computer self-efficacy (CSE) as one of the most important determinants of their ICT integration into teaching practices. Whereas previous research mainly focused on the relation between CSE and ICT integration from a frequency-based point of view, recent research suggests to investigate this relation using more qualitative measures of ICT integration such as the degree to which teachers emphasize developing students’ digital information and communication skills (TEDDICS). Consequently, the present study investigates the relations between these two constructs: teachers’ emphasis on developing students’ digital skills and their computer self-efficacy, taking into account the moderating roles of age and gender. We used a representative sample of 1071 Norwegian secondary school teachers who participated in the international computer and information literacy study (ICILS) in 2013. Our results provide evidence on the positive relation between CSE and TEDDICS. Furthermore, age positively moderated this relation between some factors of the two constructs, indicating that computer self-efficacy plays an even more important role for teachers of higher age in the context of emphasizing ICT skills in classrooms. The unique effect of gender was present for one correlation between CSE and TEDDICS, indicating that moderation by gender was apparent to a limited extent, and related to use of computers for instructional purposes. The interaction between age and gender did not reveal significant moderation effects. We discuss these results in light of the potential consequences for teacher training.

• 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, s 1- 14 . doi: 10.1016/j.compedu.2015.10.006
• 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.
• 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, s 134- 150 . doi: 10.1016/j.compedu.2015.11.009
• 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.
• 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, s 13- 24 . doi: 10.1016/j.cedpsych.2014.11.002
• 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 (2015). Psychometric Challenges in Modeling Scientific Problem-Solving Competency: An Item Response Theory Approach, In Berthold Lausen; Sabine Krolak-Schwerdt & Matthias Böhmer (ed.),  Data Science, Learning by Latent Structures, and Knowledge Discovery.  Springer.  ISBN 978-3-662-44982-0.  chapter.  s 379 - 388
• Scherer, Ronny; Greiff, Samuel & Hautamaeki, Jarkko (2015). Exploring the Relation between Time on Task and Ability in Complex Problem Solving. Intelligence.  ISSN 0160-2896.  48, s 37- 50 . doi: 10.1016/j.intell.2014.10.003
• 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, s 4- 17 . doi: 10.1016/j.tsc.2015.04.004
• Scherer, Ronny & Siddiq, Fazilat (2015). Revisiting teachers' computer self-efficacy: A differentiated view on gender differences. Computers in Human Behavior.  ISSN 0747-5632.  53, s 48- 57 . doi: 10.1016/j.chb.2015.06.038
• Scherer, Ronny & Siddiq, Fazilat (2015). The Big-Fish-Little-Pond-Effect revisited: Do different types of assessments matter?. Computers & Education.  ISSN 0360-1315.  80, s 198- 210 . doi: 10.1016/j.compedu.2014.09.003
• 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, s 202- 214 . doi: 10.1016/j.compedu.2015.05.005
• Scherer, Ronny (2014). Komplexes Problemlösen im Fach Chemie: Ein domänenspezifischer Zugang. Zeitschrift für pädagogische Psychologie.  ISSN 1010-0652.  28(4), s 181- 192 . doi: 10.1024/1010-0652/a000136
• Scherer, Ronny & Beckmann, Jens F. (2014). The acquisition of problem solving competence: evidence from 41 countries that math and science education matters. Large-scale Assessments in Education.  ISSN 2196-0739.  2(10) . doi: 10.1186/s40536-014-0010-7
• Scherer, Ronny; Messinger-Koppelt, Jenny & Tiemann, Ruediger (2014). Developing a computerbased assessment of complex problem solving in chemistry. International Journal of STEM Education.  ISSN 2196-7822.  1 . doi: 10.1186/2196-7822-1-2
• Scherer, Ronny & Tiemann, Rüdiger (2012). Factors of problem-solving competency in a virtual chemistry environment:The role of metacognitive knowledge about strategies. Computers & Education.  ISSN 0360-1315.  59, s 1199- 1214 . doi: 10.1016/j.compedu.2012.05.020

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• Fütterer, Tim; Lachner, Andreas; Scheiter, Katharina; Scherer, Ronny & Stürmer, Kathleen (2020). Will, Skill or Conscientiousness: What Predicts Teachers' ICT-Related Professional Development? (Study Protocol). Show summary

  This study protocol outlines a study to explore the predictive power of cognitive, motivational and personality traits for teachers' tendency of participation in as well as teachers' willingness for ICT-related PD. For the study we will use data of teachers from the project tabletBW. TabletBW is a school trial for learning with tablets in classrooms which is accompanied by longitudinal scientific research from 2018 to 2021. To test our hypotheses, we will conduct stepwise multivariate multiple regression models (SEM) including teachers' utility value of educational technology, teachers' technological ability as well as teachers' conscientiousness as main predictors for teachers' tendency of participation in as well as teachers' willingness for ICT-related PD.

• 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.
• 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.
• 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 Show summary

  Modern technology permeates almost every area in society and thus necessitates the development of new skillsets--including computer coding. Many leaders around the world consequently encourage students to learn to code, as this may help them to develop other skills, including problem solving, reasoning, and numeracy. The current study, based on a meta-analysis, puts to test this largely accepted claim that learning how to code improves other cognitive skills. We identified 105 relevant studies that examined the transfer of coding skills to other cognitive skills, such as reasoning, problem solving, creativity, literacy, and numeracy. These studies provided more than 150 effect sizes and followed experimental and quasi-experimental designs across all educational levels. A three-level random-effects model was specified to the resultant dataset to summarize the transfer effects. Hedges' g formed the basis for this modelling approach. The aggregated size of the transfer effects--independent of the context of transfer--was positive and mediocre (g = 0.49, 95% CI = [0.37, 0.61]), and showed considerable variation within and between studies. At the same time, this effect differed across transfer contexts--for skills closer to computer coding, effects were larger (near transfer) than for skills that overlap only marginally with coding (far transfer). Moreover, the purpose of coding moderated the overall effects. Our response to the question whether learning to code improves other cognitive skills is positive: Indeed, positive transfer effects can be detected. Nevertheless, learning to code has differential rather than uniform effects on other cognitive skills.

• 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.
• Kluge, Anders; Boothby, Russel Clark; Dolonen, Jan Arild; Scherer, Ronny & Ludvigsen, Sten Runar (2017). Critical Thinking in a Changing World: ASSESSMENT FRAMEWORK.
• 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, s 604- 606 . doi: 10.1016/j.chb.2017.08.020 Full text in Research Archive.
• Scherer, Ronny & Nilsen, Trude (2017). Relations between School Climate, Instructional Quality, and Educational Outcomes.
• Scherer, Ronny & Nilsen, Trude (2017). Relations between School Climate, Instructional Quality, and Educational Outcomes: Findings from TIMSS 2015 in Norway.
• Siddiq, Fazilat & Scherer, Ronny (2017). Is there a gap? A meta-analytic review of the gender and SES effects on students’ ICT literacy.
• Nerstad, Christina G. L.; Glasø, Lars; Dysvik, Anders & Scherer, Ronny (2016). The mechanism to protest at work: A multilevel study. Academy of Management. Annual Meeting Proceedings.  ISSN 0065-0668.  (1) . 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). 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 (2016). Investigating student-student interactions in an assessment of collaborative problem solving: An in-depth analysis of think-aloud protocols.
• Siddiq, Fazilat & Scherer, Ronny (2015). Teachers Emphasis on Developing Students Digital Information and Communication Skills (TEDDICS) - Looking at 21st Century Education.
• Siddiq, Fazilat & Scherer, Ronny (2015). Teachers’ Perceived usefulness of ICT in teaching and learning: An important determinant of ICT integration in classroom practices.
• Nilsen, Trude; Scherer, Ronny; Gustafsson, Jan-Eric; Bergem, Ole Kristian & Lehre, Anne- Catherine W G (2014). Quality of Instruction and Teacher Motivation mediating the effect of School Emphasis on Academic Success on achievement.
• Scherer, Ronny (2014). Actions to improve learning outcomes in Germany (Tiltak som har gitt bedre læringsutbytte i Tyskland).
• Scherer, Ronny (2014). Issues of construct validity in problem solving assessments: Generalizability and invariance across schools and countries.
• Scherer, Ronny (2014). Psychometric challenges in modeling scientific problem-solving competency: An item response theory approach.
• Scherer, Ronny (2014). Schuleffekte bei der Erfassung analytischer Problemlösekompetenz: Eine Analyse der Messinvarianz im Mehrebenenfall.
• Scherer, Ronny & Braeken, Johan (2014). The issue of item dependencies in problem solving assessments: Comparing different modeling approaches.
• Scherer, Ronny; Jansen, Malte & Schroeders, Ulrich (2014). Selbstkonzept und Selbstwirksamkeit in den Naturwissenschaften: Empirische Trennbarkeit und differenzielle Zusammenhänge mit Motiven, Unterrichtsaktivitäten und Leistungen.
• Siddiq, Fazilat & Scherer, Ronny (2014). The Big-Fish-Little-Pond Effect in Computer-Based Math Assessments – Do Computers Really Matter?.

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