Our latest publications

  • Rutkowski, Leslie; Liaw, Yuan-Ling; Svetina, Dubravka & Rutkowski, David (2022). Multistage Testing in Heterogeneous Populations: Some Design and Implementation Considerations. Applied Psychological Measurement. ISSN 0146-6216. 46(6), s. 494–508. doi: 10.1177/01466216221108123.
  • Mittal, Oleksandra; Scherer, Ronny & Nilsen, Trude (2022). Assessing the evidence for the comparability of socioeconomic status between students with and without immigrant background in Norway and Sweden. Large-scale Assessments in Education. ISSN 2196-0739. doi: 10.1186/s40536-022-00132-w.
  • Scherer, Ronny & Campos, Diego Gonzalez (2022). Measuring those who have their minds set: An item-level meta-analysis of the implicit theories of intelligence scale in education. Educational Research Review. ISSN 1747-938X. 37. doi: 10.1016/j.edurev.2022.100479. Fulltekst i vitenarkiv
  • Lotz, Christin; Scherer, Ronny; Greiff, Samuel & Sparfeldt, J. R. (2022). g's little helpers – VOTAT and NOTAT mediate the relation between intelligence and complex problem solving. Intelligence. ISSN 0160-2896. 95. doi: 10.1016/j.intell.2022.101685.
  • Blömeke, Sigrid; Jenßen, Lars & Eid, Michael (2022). The Role of Intelligence and Self-Concept for Teachers’ Competence. Journal of Intelligence. ISSN 2079-3200. 10(2). doi: 10.3390/jintelligence10020020.
  • Teig, Nani; Scherer, Ronny & Olsen, Rolf Vegar (2022). A systematic review of studies investigating science teaching and learning: Over two decades of TIMSS and PISA. International Journal of Science Education. ISSN 0950-0693. doi: 10.1080/09500693.2022.2109075. Fulltekst i vitenarkiv
  • Marcq, Kseniia & Braeken, Johan (2022). The blind side: Exploring item variance in PISA 2018 cognitive domains. Assessment in education: Principles, Policy & Practice. ISSN 0969-594X. 29(3), s. 332–360. doi: 10.1080/0969594X.2022.2097199.
  • Lopez-Pedersen, Anita; Mononen, Riikka; Aunio, Pirjo Annika; Scherer, Ronny & Melby-Lervåg, Monica (2022). Improving Numeracy Skills in First Graders with low performance in early numeracy: A Randomized Controlled Trial. Remedial and special education. ISSN 0741-9325. doi: 10.1177/07419325221102537. Fulltekst i vitenarkiv
  • Jenßen, Lars; Dunekacke, Simone; Eid, Michael; Szczesny, Markus; Pohle, Lara & Koinzer, Thomas [Vis alle 8 forfattere av denne artikkelen] (2022). From teacher education to practice: Development of early childhood teachers‘ knowledge and beliefs in mathematics. Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. 114. doi: 10.1016/j.tate.2022.103699.
  • Blömeke, Sigrid; Jentsch, Armin; Ross, Natalie; Kaiser, Gabriele & König, Johannes (2022). Opening up the black box: Teacher competence, instructional quality, and students’ learning progress. Learning and Instruction. ISSN 0959-4752. 79, s. 1–11. doi: 10.1016/j.learninstruc.2022.101600.
  • Busch, Tobias; Brinchmann, Ellen Irén; Braeken, Johan & Wie, Ona Bø (2022). Receptive Vocabulary of Children With Bilateral Cochlear Implants From 3 to 16 Years of Age. Ear and Hearing. ISSN 0196-0202. doi: 10.1097/AUD.0000000000001220.
  • Jenßen, Lars; Roesken-Winter, Bettina & Blömeke, Sigrid (2022). Measuring Pre-service Primary Teachers’ Shame in Mathematics—a Comprehensive Validation Study. International Journal of Science and Mathematics Education. ISSN 1571-0068. doi: 10.1007/s10763-022-10253-x.
  • Van Laar, Saskia & Braeken, Johan (2022). Random Responders in the TIMSS 2015 Student Questionnaire: A Threat to Validity? Journal of Educational Measurement. ISSN 0022-0655. s. 1–32. doi: 10.1111/jedm.12317. Fulltekst i vitenarkiv
  • Van Laar, Saskia & Braeken, Johan (2022). Caught off Base: A Note on the Interpretation of Incremental Fit Indices. Structural Equation Modeling. ISSN 1070-5511. doi: 10.1080/10705511.2022.2050730. Fulltekst i vitenarkiv
  • Andersson, Björn & Luo, Hao (2022). Impact of Sampling Variability When Estimating the Explained Common Variance. Applied Psychological Measurement. ISSN 0146-6216. doi: 10.1177/01466216221084215. Fulltekst i vitenarkiv
  • Skrondal, Anders & Rabe-Hesketh, Sophia (2022). The Role of Conditional Likelihoods in Latent Variable Modeling. Psychometrika. ISSN 0033-3123. s. 1–36. doi: 10.1007/s11336-021-09816-8. Fulltekst i vitenarkiv
  • Steinmann, Isa & Olsen, Rolf Vegar (2022). Equal opportunities for all? Analyzing within-country variation in school effectiveness. Large-scale Assessments in Education. ISSN 2196-0739. 10(1). doi: 10.1186/s40536-022-00120-0.
  • Ye, Wangbei; Ding, Yingying; Han, Xiaomeng & Ye, Wangqiong (2022). Pre-service teachers’ teaching motivation and perceptions of teacher morality in China. Educational studies (Dorchester-on-Thames). ISSN 0305-5698. doi: 10.1080/03055698.2022.2037406.
  • Reis Costa, Denise & Leoncio Netto, Waldir (2022). Process Data Analysis in ILSAs. Springer International Handbooks of Education. ISSN 2197-1951. doi: 10.1007/978-3-030-38298-8_60-1.
  • Strello, Andrés; Strietholt, Rolf & Steinmann, Isa (2022). Does tracking increase segregation? International evidence on the effects of between-school tracking on social segregation across schools. Research in Social Stratification and Mobility. ISSN 0276-5624. 78. doi: 10.1016/j.rssm.2022.100689.
  • Rosén, Monica; Steinmann, Isa & Wernersson, Inga (2022). Gender Differences in Achievement. I Nilsen, Trude; Stancel-Piątak, Agnes & Gustafsson, Jan-Eric (Red.), International Handbook of Comparative Large-Scale Studies in Education. Springer. ISSN 978-3-030-38298-8. doi: 10.1007/978-3-030-38298-8_46-1. Fulltekst i vitenarkiv
  • Marcq, Kseniia & Andersson, Björn (2022). Standard Errors of Kernel Equating: Accounting for Bandwidth Estimation. Applied Psychological Measurement. ISSN 0146-6216. doi: 10.1177/01466216211066601. Fulltekst i vitenarkiv
  • Scherer, Ronny (2022). Analyzing International Large-Scale Assessment Data with a Hierarchical Approach. I Nilsen, Trude; Stancel-Piątak, Agnes & Gustafsson, Jan-Eric (Red.), 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.
  • Andersson, Björn; Luo, Hao & Marcq, Kseniia (2022). Reliability coefficients for multiple group item response theory models. British Journal of Mathematical & Statistical Psychology. ISSN 0007-1102. doi: 10.1111/bmsp.12269.
  • 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. 81. 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.
  • Frey, Andreas & Fink, Aron (2021). Increasing test efficiency in an international assessment of teachers’ general pedagogical knowledge through multidimensional adaptive testing. . I Ulferts, Hannah (Red.), Teaching as a knowledge profession. Studying pedagogical knowledge across educational systems . OECD Publishing. ISSN 978-92-64-56083-3. s. 123–140. doi: 10.1787/f6d2f568-en.
  • Tempelaar, Dirk & Niculescu, Alexandra-Corina (2021). Types of boredom and other learning activity emotions: A person-centred investigation of inter-individual data. Motivation and Emotion. ISSN 0146-7239. 46, s. 84–99. doi: 10.1007/s11031-021-09909-y. Fulltekst i vitenarkiv
  • Jenßen, Lars; Eid, Michael; Szczesny, Markus; Eilerts, Katja & Blömeke, Sigrid (2021). Development of Early Childhood Teachers’ Knowledge and Emotions in Mathematics During Transition From Teacher Training to Practice. Journal of Educational Psychology. ISSN 0022-0663. 113(8), s. 1628–1644. doi: 10.1037/edu0000518.
  • Senden, Bas; Nilsen, Trude & Blömeke, Sigrid (2021). Instructional Quality: A Review of Conceptualizations, Measurement Approaches, and Research Findings. I Klette, Kirsti; Blikstad-Balas, Marte & Tengberg, Michael (Red.), Ways of Analyzing Teaching Quality.Potentials and Pitfalls. Universitetsforlaget. ISSN 978-82-15-04506-1. s. 140–172. doi: doi.org/10.18261/9788215045054-2021-05.
  • Stahnke, Rebekka & Blömeke, Sigrid (2021). Novice and expert teachers’ situation-specific skills regarding classroom management: What do they perceive, interpret and suggest? Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. 98. doi: 10.1016/j.tate.2020.103243.
  • Veletic, Jelena & Olsen, Rolf Vegar (2021). Exploring school leadership profiles across the world: a cluster analysis approach to TALIS 2018. International Journal of Leadership in Education. ISSN 1360-3124. doi: 10.1080/13603124.2021.1953612. Fulltekst i vitenarkiv
  • Veletic, Jelena & Olsen, Rolf Vegar (2021). Developing a shared cluster construct of instructional leadership. Studies in Educational Evaluation. ISSN 0191-491X. 68. doi: 10.1016/j.stueduc.2020.100942. Fulltekst i vitenarkiv
  • Rutkowski, David & Rutkowski, Leslie (2021). Running the Wrong Race? The Case of PISA for Development. Comparative Education Review. ISSN 0010-4086. 65(1), s. 147–165. doi: 10.1086/712409. Fulltekst i vitenarkiv
  • Stahnke, Rebekka & Blömeke, Sigrid (2021). Novice and expert teachers’ noticing of classroom management in whole-group and partner work activities: Evidence from teachers' gaze and identification of events. Learning and Instruction. ISSN 0959-4752. 74. doi: 10.1016/j.learninstruc.2021.101464. Fulltekst i vitenarkiv
  • Müller, Martin; Schechter, Clyde B.; Hautz, Wolf E.; Sauter, Thomas C.; Exadaktylos, Aristomenis & Stock, Stephanie [Vis alle 7 forfattere av denne artikkelen] (2021). The development and validation of a resource consumption score of an emergency department consultation. PLOS ONE. ISSN 1932-6203. 16(2). doi: 10.1371/journal.pone.0247244. Fulltekst i vitenarkiv
  • Frey, Andreas; Spoden, Christian & Schultze, Martin (2021). Die Zukunft der Hochschulklausuren hat bereits begonnen. Psychologische Rundschau. ISSN 0033-3042. 72(2), s. 113–116. doi: 10.1026/0033-3042/a000528.
  • 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. s. 1–10. doi: 10.1111/jcpp.13562. Fulltekst i vitenarkiv
  • Van Laar, Saskia & Braeken, Johan (2021). Understanding the Comparative Fit Index: It's all about the base! Practical Assessment, Research & Evaluation. ISSN 1531-7714. 26(26), s. 1–25. doi: 10.7275/23663996. Fulltekst i vitenarkiv
  • Hammerstein, Svenja; König, Christoph; Dreisörner, Thomas & Frey, Andreas (2021). Effects of COVID-19-Related School Closures on Student Achievement-A Systematic Review. Frontiers in Psychology. ISSN 1664-1078. 12, s. 1–14. doi: 10.3389/fpsyg.2021.746289. Fulltekst i vitenarkiv
  • Engelhardt, Lena; Naumann, Johannes; Goldhammer, Frank; Frey, Andreas; Horz, Holger & Hartig, Katja [Vis alle 7 forfattere av denne artikkelen] (2021). Development and Evaluation of a Framework for the Performance-Based Testing of ICT Skills. Frontiers in Education. ISSN 2504-284X. 6, s. 1–15. doi: 10.3389/feduc.2021.668860. Fulltekst i vitenarkiv
  • Dunekacke, Simone & Blömeke, Sigrid (2021). Early mathematics education: What do pre-service teachers learn? I Dunekacke, Simone; Jegodtka, Aljoscha Jakob; Koinzer, Thomas; Eilers, Katja & Jenßen, Lars (Red.), Early Childhood Teachers’ Professional Competence in Mathematics. Routledge. ISSN 9781003172529. s. 119–131. doi: https%3A/doi.org/10.4324/9781003172529-10. Fulltekst i vitenarkiv
  • Dunekacke, Simone; Jenßen, Lars & Blömeke, Sigrid (2021). The role of opportunities to learn in early childhood teacher education from two perspectives: A multilevel model. Zeitschrift für Erziehungswissenschaft. ISSN 1434-663X. doi: 10.1007/s11618-021-01052-1. Fulltekst i vitenarkiv
  • Brosseau, Danielle; Braeken, Johan; Carmack, Cindy; Rosberger, Zeev & Körner, Annett (2021). We think we can: development of the Dyadic Efficacy Scale for Cancer. Journal of Psychosocial Oncology Research and Practice. ISSN 2637-5974. 3(4). doi: 10.1097/OR9.0000000000000066. Fulltekst i vitenarkiv
  • Steinmann, Isa; Sanchez, Daniel; van Laar, Saskia & Braeken, Johan (2021). The impact of inconsistent responders to mixed-worded scales on inferences in international large-scale assessments. Assessment in education: Principles, Policy & Practice. ISSN 0969-594X. doi: 10.1080/0969594X.2021.2005302. Fulltekst i vitenarkiv
  • Hosoya, Georg; Blömeke, Sigrid; Eilerts, Katja; Jenßen, Lars & Eid, Michael (2021). Absolute and Relative Judgment Accuracy: Early Childhood Teachers' Competence to Evaluate Children's Mathematical Skills. Frontiers in Psychology. ISSN 1664-1078. 12. doi: 10.3389/fpsyg.2021.701730. Fulltekst i vitenarkiv
  • Qazi, Atika; Hasan, Najmul; Abayomi-Alli, Olusola; Hardaker, Glenn; Scherer, Ronny & Sarker, Yeahia [Vis alle 8 forfattere av denne artikkelen] (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, s. 1–19. doi: 10.3389/fpsyg.2021.573252. Fulltekst i vitenarkiv
  • 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.
  • Andersson, Björn; Luo, Hao; Wong, Gloria & Lum, Terry (2021). Linking the Scores of the Montreal Cognitive Assessment 5-min and the interRAI Cognitive Performance Scale in Older Adults With Mild Physical or Cognitive Impairment. Frontiers in Psychiatry. ISSN 1664-0640. 12. doi: 10.3389/fpsyt.2021.705188. Fulltekst i vitenarkiv
  • Sun, Xiaojian; Andersson, Björn & Xin, Tao (2021). A New Method to Balance Measurement Accuracy and Attribute Coverage in Cognitive Diagnostic Computerized Adaptive Testing. Applied Psychological Measurement. ISSN 0146-6216. doi: 10.1177/01466216211040489. Fulltekst i vitenarkiv
  • Fink, Aron; Spoden, Christian; Frey, Andreas & Naumann, Patrick (2021). Kriteriumsorientiertes adaptives Testen mit der KAT-HS-App. Diagnostica. ISSN 0012-1924. 67(2), s. 110–114. doi: 10.1026/0012-1924/a000268. Fulltekst i vitenarkiv
  • Kinge, Jonas Minet; Øverland, Simon Nygaard; Flatø, Martin; Dieleman, Joseph; Røgeberg, Ole Jørgen & Magnus, Maria Christine [Vis alle 13 forfattere av denne artikkelen] (2021). Parental income and mental disorders in children and adolescents: prospective register-based study. International Journal of Epidemiology. ISSN 0300-5771. 50(5), s. 1615–1627. doi: 10.1093/ije/dyab066. Fulltekst i vitenarkiv
  • Ye, Wangbei; Wang, Zixuan; Zhang, Xuan; Ding, Yingying & Ye, Wangqiong (2021). Comparing motivations of pre-service and beginning teachers in China: impact of culture and experience. Journal of Education for Teaching. ISSN 0260-7476. 47(4), s. 576–589. doi: 10.1080/02607476.2021.1898911. Fulltekst i vitenarkiv
  • 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. Fulltekst i vitenarkiv
  • 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, s. 214–226. doi: 10.1016/j.neubiorev.2021.08.021. Fulltekst i vitenarkiv
  • Torkildsen, Janne von Koss; Bratlie, Siri Steffensen; Kristensen, Jarl Kleppe; Gustafsson, Jan-Eric; Lyster, Solveig Alma Halaas & Snow, Catherine [Vis alle 12 forfattere av denne artikkelen] (2021). App-based morphological training produces lasting effects on word knowledge in primary school children: A randomized controlled trial. Journal of Educational Psychology. ISSN 0022-0663. s. 1–23. doi: 10.1037/edu0000688.
  • Ye, Wangqiong; Strietholt, Rolf & Blömeke, Sigrid (2021). Academic resilience: underlying norms and validity of definitions. Educational Assessment, Evaluation and Accountability. ISSN 1874-8597. 33(1), s. 169–202. doi: 10.1007/s11092-020-09351-7. Fulltekst i vitenarkiv
  • Karlsen, Jannicke; Hjetland, Hanne Næss; Hagtvet, Bente Eriksen; Braeken, Johan & Melby-Lervåg, Monica (2021). The concurrent and longitudinal relationship between narrative skills and other language skills in children . First language. ISSN 0142-7237. doi: 10.1177/0142723721995688. Fulltekst i vitenarkiv
  • Zhang, Maoxin; Andersson, Björn & Fang, Wang (2021). Are competitive people less altruistic and more manipulative? Associations among subtypes of competitiveness, hypothetical altruism, and Machiavellianism. Personality and Individual Differences. ISSN 0191-8869. 181. doi: 10.1016/j.paid.2021.111037.
  • 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.
  • König, Johannes; Blömeke, Sigrid; Jentsch, Armin; Schlesinger, Lena; née Nehls, Caroline Felske & Musekamp, Frank [Vis alle 7 forfattere av denne artikkelen] (2021). The links between pedagogical competence, instructional quality, and mathematics achievement in the lower secondary classroom. Educational Studies in Mathematics. ISSN 0013-1954. 107(1), s. 189–212. doi: 10.1007/s10649-020-10021-0. Fulltekst i vitenarkiv
  • 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.
  • Schauber, Stefan Kilian; Hautz, Stefanie C.; Kämmer, Juliane E.; Stroben, Fabian & Hautz, Wolf E. (2021). Do different response formats affect how test takers approach a clinical reasoning task? An experimental study on antecedents of diagnostic accuracy using a constructed response and a selected response format. Advances in Health Sciences Education. ISSN 1382-4996. 26, s. 1339–1354. doi: 10.1007/s10459-021-10052-z. Fulltekst i vitenarkiv
  • 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. Fulltekst i vitenarkiv
  • Nilsen, Trude; Scherer, Ronny & Blömeke, Sigrid (2021). Hva fremmer et innovativt miljø i skolen, og hvilken betydning har det for læreres undervisning? I Björnsson, Julius Kristjan (Red.), Hva kan vi lære av TALIS 2018? Gode relasjoner som grunnlag for læring. Cappelen Damm Akademisk. ISSN 978-82-02-71880-0. s. 35–55. doi: 10.23865/noasp.123. Fulltekst i vitenarkiv
  • Greiff, Samuel; Graesser, Arthur C.; Iliescu, Dragos; Rouet, Jean-François; Scheiter, Katharina & Scherer, Ronny [Vis alle 8 forfattere av denne artikkelen] (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. s. 155–203. doi: 10.1787/4bc2342d-en.
  • Steinmann, Isa; Strietholt, Rolf & Braeken, Johan (2021). A Constrained Factor Mixture Analysis Model for Consistent and Inconsistent Respondents to Mixed-Worded Scales. Psychological methods. ISSN 1082-989X. doi: 10.1037/met0000392. Fulltekst i vitenarkiv
  • Ye, Wangbei; Zhu, Liping & Ye, Wangqiong (2021). Motivation and morality to manage a class: perceptions of homeroom teachers in China’s Tianjin city. Educational studies (Dorchester-on-Thames). ISSN 0305-5698. s. 1–19. doi: 10.1080/03055698.2021.1873736. Fulltekst i vitenarkiv
  • Reis Costa, Denise; Bolsinova, Maria; Tijmstra, Jesper & Andersson, Björn (2021). Improving the Precision of Ability Estimates Using Time-On-Task Variables: Insights From the PISA 2012 Computer-Based Assessment of Mathematics. Frontiers in Psychology. ISSN 1664-1078. 12. doi: 10.3389/fpsyg.2021.579128.
  • 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), s. 306–318. doi: 10.1037/mot0000203.

Sjå alle arbeida i Cristin

  • Spoden, Christian & Frey, Andreas (2021). Psychometrisch fundierte E-Klausuren für die Hochschule. Pabst Science Publishers. ISBN 978-3-95853-705-7. 117 s.
  • Rabe-Hesketh, Sophia & Skrondal, Anders (2021). Multilevel and Longitudinal Modeling Using Stata. Volume 2: Categorical Responses, Counts, and Survival. Stata Press. ISBN 1-59718-138-2. 544 s.
  • Rabe-Hesketh, Sophia & Skrondal, Anders (2021). Multilevel and Longitudinal Modeling Using Stata. Volume 1: Continuous Responses. Stata Press. ISBN 1-59718-137-4. 554 s.

Sjå alle arbeida i Cristin

  • Mittal, Oleksandra; Scherer, Ronny & Nilsen, Trude (2022). Assessing the Evidence for Comparability of Socioeconomic Status across Students with and without Immigrant Background in Norway and Sweden [Paper presentation]. Nordic Educational Research Association (NERA) Conference, Reykjavik, Iceland.
  • Steinmann, Isa & Olsen, Rolf Vegar (2022). Measuring equality of school effectiveness with multi-level regression discontinuity.
  • Fladmark, Silje Fossum; Christensen, Marit; Nielsen, Karina Marietta; Innstrand, Siw Tone & Haakstad, Haakon Eidem (2022). The Footprint – A Study of the Importance of Distinctive Work Characteristics for Employees of Different Age, Gender and Position in Academia. .
  • Christensen, Marit; Nielsen, Karina Marietta; Innstrand, Siw Tone & Haakstad, Haakon Eidem (2022). The Footprint – A Study of the Importance of Distinctive Work Characteristics for Employees of Different Age, Gender and Position in Academia.
  • Blömeke, Sigrid; Howie, Sarah J.; Kaplan, David & Scherer, Ronny (2022). Introduction to the Comparative Large-Scale Studies in Education: Structure and Overview of the Handbook. I Nilsen, Trude; Stancel-Piątak, Agnes & Gustafsson, Jan-Eric (Red.), International Handbook of Comparative Large-Scale Studies in Education. Springer. ISSN 978-3-030-38298-8. doi: 10.1007/978-3-030-38298-8_1-1.
  • Steinmann, Isa; Sanchez Ruiz, Jesus Daniel; Van Laar, Saskia & Braeken, Johan (2022). How do inconsistent responders to mixed-worded questionnaire scales affect inferences in international large scale assessments? .
  • Raabe, Isabel J. & Steinmann, Isa (2022). Why do Girls get Better Grades in School? .
  • Strello, Andrés; Strietholt, Rolf; Steinmann, Isa & Siepmann, Charlotte (2022). Combining Two Decades of Evidence to Study the Effects of Tracking on Inequality and Segregation.
  • 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.
  • Mittal, Oleksandra; Scherer, Ronny & Nilsen, Trude (2021). Measuring Socioeconomic Status across Ethnic Majority and Minorities in PISA 2018: Testing Household Possessions Index for Differential Item Functioning [Paper presentation]. European Conference on Educational Research (ECER), Geneva (online). https://eera-ecer.de/ecer-programmes/conference/26/contribution/51551/.
  • Olsen, Rolf Vegar (2021). More than 25 years of international large-scale assessments (ILSAs): Lessons learned about mathematics education in the Nordic countries?
  • Reis Costa, Denise (2021). LOGANShiny: An app for illustrating process data analysis from international large-scale assessments. .
  • Van Laar, Saskia & Braeken, Johan (2021). Random responders in international large-scale assessments in education: A threat to validity?
  • Strello, Andrés; Strietholt, Rolf & Steinmann, Isa (2021). The Effect of Between-school Tracking on School Segregation: International Evidence on Socioeconomic and Gender Segregation.
  • Steinmann, Isa & Olsen, Rolf Vegar (2021). Equality of school effectiveness in the Nordic countries.
  • Vartun, Marika & Grønlid, Gunnhild Nedberg (2021). Språk-app kan berike ordforrådet til barn. Forskning.no. ISSN 1891-635X.
  • Steinmann, Isa (2021). No, I don’t think I am no good at all! Double negation troubles in mixed-worded questionnaires.
  • Steinmann, Isa & Rutkowski, Leslie (2021). The Link between Gender Gaps in Secondary School Enrollment and Achievement.
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