My PhD project addresses the content side in the science assessment of the large-scale study Trends in International Mathematics and Science Study (TIMSS). Most educational research has largely taken the achievement scores as a given, and used e.g. "science achivement" as measured in standardized assessments as outcome variable in correlational studies. In contrast to looking (merely) at the student and class-side of the item response equation, my project looks at what characteristics of the items can explain why some content is more difficult than others. Key concepts in this research are opportunity to learn, curriculum alignment, and within-domain characteristics, and topic difficulty. Key methods for exploring these issues include explanatory item response models (see e.g. de Boeck and Wilson, 2004).
- MSc in Social Research Methods and Statistics, University of Manchester, UK
- MSc in International Development and Humanitarian Emergencies, London School of Economics (LSE), UK
- Bachelor in Arabic, University of Bergen, Norway
Daus, S.; Braeken, J. & Nilsen, T. 2015. Explaining Item Difficulty Heterogeneity across Content Groups with Curricular Coverage. Poster presented at the International Annual Meeting of the Psychometric Society (IMPS), Beijing, China.
Poster award along with 2 other winners, of 119 posters
- Daus, S. (2016, August). Explaining Difficulties in Large-Scale Assessments. Paper and poster presented at the European Science Education Research Association’s (ESERA) Summer School, Ceske Budejovice, Czech Republic.
- Daus, S. (2017, July). Are TIMSS country scores and rankings sensitive to varying opportunities to learn? Poster presented at the International Annual Meeting of the Psychometrics Society (IMPS), Zürich, Switzerland.
- Daus, S., Stancel-Piatak, A., & Braeken, J. (2018, September). Instructional sensitivity of the TIMSS items and test to the Norwegian science education instruction. Frontiers in Educational Measurement (FREMO), Oslo, Norway.
- Intro to R at UiO (February, 2018)
- Item Response Theory at Høyskolen i Oslo og Akershus (January, 2016)
- Data Management at UiO, (September, 2015)
- Daus, Stephan & Braeken, Johan (2018). The sensitivity of TIMSS country rankings in science achievement to differences in opportunity to learn at classroom level. Large-scale assessments in education. ISSN 2196-0739. 6(1) . doi: 10.1186/s40536-018-0054-1 Show summary
- Daus, Stephan; Nilsen, Trude & Braeken, Johan (2018). Exploring content knowledge: Country profile of science strengths and weaknesses in TIMSS. Possible implications for educational professionals and science research.. Scandinavian Journal of Educational Research. ISSN 0031-3831. . doi: 10.1080/00313831.2018.1478882 Show summary
- Daus, Stephan (2018). Out of tune: Can we hear a bas(i)s for Norway’s decision to move its tested populations one grade up in TIMSS?.
- Daus, Stephan; Stancel-Piatak, Agnes & Braeken, Johan (2018). Instructional sensitivity of the TIMSS items and test to Norwegian science education instruction.
- Daus, Stephan & Braeken, Johan (2017). Are TIMSS country scores and rankings sensitive to varying opportunities to learn?.
- Daus, Stephan (2016). Diving deeper into 'opportunity to learn': Does the 'opportunity to learn'-effect depend upon the content learned and the teacher?.
- Daus, Stephan (2016). Explaining Difficulties in Large-Scale Assessments: Digging deeper into factors influencing the difficulty of content groups in TIMSS..
- Daus, Stephan (2016). Exploring Science Content Knowledge: Science Difficulties for Norwegian Pupils in TIMSS.
- Daus, Stephan (2015). Explanatory Item Response Theory in Large-Scale Science Assessments.
- Daus, Stephan; Nilsen, Trude & Braeken, Johan (2015). Explaining Item Difficulty Heterogeneity Across Content Groups with Curricular Coverage.