Ronny Scherer

Professor - Centre for Educational Measurement

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Email ronny.scherer@cemo.uio.no

Phone +47 22844402

Room 358

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Visiting address Forskningsparken Gaustadalléen 21 C1

Postal address Postboks 1161 Blindern 0318 Oslo

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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

MAE courses: MAE4101 Measurement Models, MAE4112 Multilevel Models, MAE4221 Researcher's Skills I, MAE4231 Researcher's Skills II
UV9216 Meta-analysis course (with Monica Melby-Lervåg): Data examples and R code, slides
PIAAC International Conference Workshop on "Analyzing PIAAC data with structural equation modeling in Mplus": Material
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
Structural Equation Modeling Workshops, PIAAC Conference & Oxford University Summer School 2017
Academic writing, University of Oslo, since 2016
Multilevel Regression Analysis, University of Oslo, Norway, 2014-2017
Basic and Advanced Statistical Methods, Berlin Charité, Germany, 2012-2013
Scientific Methodology and Science Education, Humboldt-Universität zu Berlin, 2008-2013

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

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

Analyzing International Large-Scale Assessment Data with a Hierarchical Approach (Springer International Handbook of Comparative Large-Scale Studies in Education)
- Book chapter: https://doi.org/10.1007/978-3-030-38298-8_59-1
- Supplementary material: https://doi.org/10.17605/OSF.IO/AJG26

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

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 Show summary
Compositional items – a form of forced-choice items – require respondents to allocate a fixed total number of points to a set of statements. To describe the responses to these items, the Thurstonian item response theory (IRT) model was developed. Despite its prominence, the model requires that items composed of parts of statements result in a factor loading matrix with full rank. Without this requirement, the model cannot be identified, and the latent trait estimates would be seriously biased. Besides, the estimation of the Thurstonian IRT model often results in convergence problems. To address these issues, this study developed a new version of the Thurstonian IRT model for analyzing compositional items – the lognormal ipsative model (LIM) – that would be sufficient for tests using items with all statements positively phrased and with equal factor loadings. We developed an online value test following Schwartz’s values theory using compositional items and collected response data from a sample size of N = 512 participants with ages from 13 to 51 years. The results showed that our LIM had an acceptable fit to the data, and that the reliabilities exceeded 0.85. A simulation study resulted in good parameter recovery, high convergence rate, and the sufficient precision of estimation in the various conditions of covariance matrices between traits, test lengths and sample sizes. Overall, our results indicate that the proposed model can overcome the problems of the Thurstonian IRT model when all statements are positively phrased and factor loadings are similar.
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 Show summary
Several studies have conceptualized neuropsychological dysfunction as part of the core pathology and defining behaviors seen in the eating disorder anorexia nervosa (AN). The aim of the current review was to synthesize the differences in neuropsychological test performance between individuals with AN and healthy controls, quantify and explain their heterogeneity. The search and screening procedures resulted in fifty studies that comprised 186 neuropsychological test results. Utilizing random-effects meta-analyses, the results revealed evidence for significant, moderate underperformance in people with AN in overall neuropsychological functioning (g = -0.43, 95 % CI [-0.50, -0.36]). Weighted mean effect sizes ranged from g = -0.53 for visuospatial abilities to g = -0.10 for planning. Study and participant characteristics, including body mass index (BMI) and age, had significant moderator effects, especially on executive function, memory, and visuospatial abilities. The findings from the current study provide an extensive and comprehensive overview of the possible impairments in neuropsychological functioning in adult patients diagnosed with AN.
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 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 & 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 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, 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. 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 & 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 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.
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 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.
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 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.
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. 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.
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. 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.
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.