Ronny Scherer

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.

Teaching

List of courses

• MAE courses: MAE4101 Measurement Models, MAE4112 Multilevel Models, MAE4221 Researcher's Skills
• UV9216 Meta-analysis course (with Monica Melby-Lervåg): Data examples and R code, slides
• UseR! Oslo Group Workshop: Mild Introduction to SEM with lavaan, 28 May 2020, Slides, R code
• Quantitative Methods Hub Seminar, University of Oxford, 30 November 2020: Lecture slides, Data material
• Structural Equation Modeling Workshops, PIAAC Conference & Oxford University Summer School 2017
• Academic writing (empirical papers), University of Oslo, since 2016
• Multilevel Regression Analysis, University of Oslo, Norway, since 2014
• Basic and Advanced Statistical Methods, Berlin Charité, Germany, since 2012
• Scientific Methodology and Science Education, Humboldt-Universität zu Berlin, 2008-2013

Background

• 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)