Improving the Precision of Ability Estimates Using Time-On-Task Variables: Insights From the PISA 2012 Computer-Based Assessment of Mathematics
Publikasjoner - Side 2
Novice and expert teachers’ noticing of classroom management in whole-group and partner work activities: Evidence from teachers' gaze and identification of events
Early tracking and different types of inequalities in achievement: difference-in-differences evidence from 20 years of large-scale assessments
Person misfit, test anxiety, and test-taking motivation in a large-scale mathematics proficiency test for self-evaluation
Novice and expert teachers’ situation-specific skills regarding classroom management: What do they perceive, interpret and suggest?
Adolescent Social Networks and Physical, Verbal, and Indirect Aggression in China: The Moderating Role of Gender.
Relationship between pre-service mathematics teachers’ knowledge, beliefs and instructional practices in China.
A multi-center psychometric evaluation of the Severity Indices of Personality Problems 118 (SIPP-118): Do we really need all those facets?
The benefits of fixed item parameter calibration for parameter accuracy in small sample situations in large-scale assessments
Variability and generalizability of ratings on the quality of mathematics instruction between and within lessons.
Identifying patterns of students' performance on simulated inquiry tasks using PISA 2015 log‐file data.
Seasonal and pandemic influenza during pregnancy and risk of fetal death: A Norwegian registry‑based cohort study.
Investigating the antecedents of university students’ perceived ease of using the Internet for learning.
Måleegenskaper ved de norske versjonene av Ravens matriser [Standard Progressive Matrices (SPM)/Coloured Progressive Matrices (CPM)]