Our latest publications

• 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. 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 Vis sammendrag

  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.
• 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 Vis sammendrag

  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.

• 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 Vis sammendrag

  We examined the concurrent relationship between narrative skills (the Renfrew Bus Story Test) and core language measures (vocabulary, grammar and verbal memory) at age 4 and the longitudinal relationship between core language and listening comprehension skills at age 7 in a sample of 215 children using latent variables and structural equation modelling. Our main purpose was to investigate to what extent narrative retell constitutes a unique influence on later language and listening comprehension skills. The results support a two-factor model of narrative retelling and core language representing different but related constructs at age 4. Narrative retell explained unique variance in later language skills but did not explain additional variance beyond the 58% explained by the age 4 language construct. Similarly, narrative retell predicted unique variance in later listening comprehension, but not beyond what was explained by core language skills at age 4. The strength of the relationship between narrative retelling at age 4 and the age 7 measures was not related to the level of narrative skills. The results indicate that age 4 traditional core language measures capture more of the skills that are important for later language and listening comprehension than narrative skills at the same age.

• 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: https%3A/doi.org/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. Vis sammendrag

  Log-file data from computer-based assessments can provide useful collateral information for estimating student abilities. In turn, this can improve traditional approaches that only consider response accuracy. Based on the amounts of time students spent on 10 mathematics items from the PISA 2012, this study evaluated the overall changes in and measurement precision of ability estimates and explored country-level heterogeneity when combining item responses and time-on-task measurements using a joint framework. Our findings suggest a notable increase in precision with the incorporation of response times and indicate differences between countries in how respondents approached items as well as in their response processes. Results also showed that additional information could be captured through differences in the modeling structure when response times were included. However, such information may not reflect the testing objective.

• 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.
• 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. Fulltekst i vitenarkiv
• Kalandadze, Tamara; Braeken, Johan; Brynskov, Cecilia & Næss, Kari-Anne Bottegaard (2021). Metaphor Comprehension in Individuals with Autism Spectrum Disorder: Core Language Skills Matter. Journal of Autism and Developmental Disorders. ISSN 0162-3257. s. 1–11. doi: 10.1007/s10803-021-04922-z. Fulltekst i vitenarkiv
• Strello, Andrés; Strietholt, Rolf; Steinmann, Isa & Siepmann, Charlotte (2021). Early Tracking and Different Types of Inequalities in Achievement: Difference-in-Differences Evidence from 20 Years of Large-scale Assessments. Educational Assessment, Evaluation and Accountability. ISSN 1874-8597. 33, s. 139–167. doi: 10.1007/s11092-020-09346-4. Fulltekst i vitenarkiv
• Felske, Caroline; Konig, Johannes; Kaiser, Gabriele; Klemenz, Stefan; Ross, Natalie & Blömeke, Sigrid (2020). Pedagogical Knowledge-Validating the Construct Representation in the TEDS-M Test among In-Service Mathematics Teachers. Diagnostica. ISSN 0012-1924. 66(2), s. 110–122. doi: 10.1026/0012-1924/a000250.
• Addey, Camilla; Maddox, Bryan & Zumbo, Bruno D. (2020). Assembled validity: rethinking Kane’s argument-based approach in the context of International Large-Scale Assessments (ILSAs). Assessment in education: Principles, Policy & Practice. ISSN 0969-594X. doi: 10.1080/0969594X.2020.1843136.
• Rutkowski, David & Aursand, Leah (2020). Exemption or Exclusion? A study of student exclusion in PISA in Norway. Nordic Journal of Studies in Educational Policy. ISSN 2002-0317. s. 1–14. doi: 10.1080/20020317.2020.1856314. Fulltekst i vitenarkiv
• Gladushyna, Olesya; Strietholt, Rolf & Steinmann, Isa (2020). Disentangling general achievement levels and subject-specific strengths and weaknesses in mathematics, reading, and science. Educational Assessment, Evaluation and Accountability. ISSN 1874-8597. doi: 10.1007/s11092-020-09352-6. Fulltekst i vitenarkiv
• Hartig, Johannes; Frey, Andreas & Jude, Nina (2020). Validität von Testwertinterpretationen. I Moosbrugger, Helfried & Kelava, Augustin (Red.), Testtheorie und Fragebogenkonstruktion. Springer Berlin/Heidelberg. ISSN 978-3-662-61531-7. s. 529–545. doi: https%3A/doi.org/10.1007/978-3-662-61532-4_21.
• Frey, Andreas (2020). Computerisiertes adaptives Testen. I Moosbrugger, Helfried & Kelava, Augustin (Red.), Testtheorie und Fragebogenkonstruktion. Springer Berlin/Heidelberg. ISSN 978-3-662-61531-7. s. 501–524. doi: https%3A/doi.org/10.1007/978-3-662-61532-4_20.
• Frey, Andreas & Hartig, Johannes (2020). Methodological challenges of international student assessment. I Harju-Luukkainen, Heidi Katarina; McElvany, Nele & Stang, Justine (Red.), Monitoring Student Achievement in the 21st Century. European Policy Perspectives and Assessment Strategies.. Springer Nature. ISSN 978-3-030-38968-0. s. 39–49. doi: https%3A/doi.org/10.1007/978-3-030-38969-7_4. Fulltekst i vitenarkiv
• Spoden, Christian; Frey, Andreas; Fink, Aron & Naumann, Patrick (2020). Kompetenzorientierte elektronische Hochschulklausuren im Studium des Lehramts. I Kaspar, Kai; Becker-Mrotzek, Michael; Hofhues, Sandra; Konig, Johannes & Schmeinck, Daniela (Red.), Bildung, Schule und Digitalisierung . Waxmann Verlag. ISSN 9783830942467. s. 184–189. doi: https%3A/doi.org/10.31244/9783830992462. Fulltekst i vitenarkiv
• Frey, Andreas; Spoden, Christian; Fink, Aron & Born, Sebastian (2020). Kompetenzorientierte individualisierte Hochschulklausuren und deren prüfungsrechtliche Einordnung. E-learning and Education. ISSN 1860-7470. 13. Fulltekst i vitenarkiv
• Engelhardt, Lena; Naumann, Johannes; Goldhammer, Frank; Frey, Andreas; Wenzel, Franziska & Hartig, Katja [Vis alle 7 forfattere av denne artikkelen] (2020). Convergent evidence for validity of a performance-based ICT skills test. European Journal of Psychological Assessment. ISSN 1015-5759. 36, s. 269–279. doi: 10.1027/1015-5759/a000507.
• König, Christoph; Khorramdel, Lale; Yamamoto, Kentaro & Frey, Andreas (2020). The benefits of fixed item parameter calibration for parameter accuracy in small sample situations in large-scale assessments. Educational Measurement: Issues and Practice. ISSN 0731-1745. doi: 10.1111/emip.12381. Fulltekst i vitenarkiv
• Frey, Andreas; Spoden, Christian & Born, Sebastian (2020). Construction of psychometrically sound written university exams. Psychological Test and Assessment Modeling. ISSN 2190-0493. 65(4), s. 472–486.
• Bergem, Ole Kristian; Nilsen, Trude; Mittal, Oleksandra & Ræder, Henrik Galligani (2020). Can teachers’ instruction increase low-SES students’ motivation to learn mathematics? . I Frønes, Tove Stjern; Pettersen, Andreas; Radišić, Jelena & Buchholtz, Nils (Red.), Equity, Equality and Diversity in the Nordic Model of Education. Springer. ISSN 9783030616472. s. 251–272. doi: 10.1007/978-3-030-61648-9_10.

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• 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.

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• 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.
• 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). Interview on International Mobility in Academia.
• 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.
• Steinmann, Isa; Braeken, Johan & Strietholt, Rolf (2021). Identifying Inconsistent Respondents to Mixed-Worded Scales in Large-Scale Assessments.
• Gladushyna, Olesya; Strietholt, Rolf & Steinmann, Isa (2021). Educational Gap Among Fourth Graders: Subject-Specific Strength and Weaknesses by Country, Gender, and Language Background.
• 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.
• Iliescu, Dragos; Greiff, Samuel; Proyer, René; Ziegler, Matthias; Allen, Mark & Claes, Laurence [Vis alle 15 forfattere av denne artikkelen] (2021). Supporting Academic Freedom and Living Societal Responsibility. European Journal of Psychological Assessment. ISSN 1015-5759. doi: 10.1027/1015-5759/a000652.
• Brysbaert, Marc; Bakk, Zsuzsa; Buchanan, Erin M; Drieghe, Denis; Frey, Andreas & Kim, Eunsook [Vis alle 12 forfattere av denne artikkelen] (2020). Into a new decade . Behavior Research Methods. ISSN 1554-351X. doi: 10.3758/s13428-020-01497-y.
• Brandmo, Christian; Bjørnebekk, Gunnar; Mononen, Riikka-Maija; Olsen, Rolf Vegar & Slungård, Kristin (2021). Læring, motivasjon, trivsel og tverrfaglige tema i fagfornyelsen: Teknisk rapport fra utviklingen av spørreskjema til elever og lærere. Universitetet i Oslo.
• Brandmo, Christian; Bjørnebekk, Gunnar; Mononen, Riikka; Olsen, Rolf Vegar & Slungård, Kristin (2021). Læring, motivasjon, trivsel og tverrfaglige tema i fagfornyelsen: Teknisk rapport fra utviklingen av spørreskjema til elever og lærere. Universitetet i Oslo. ISSN 978-82-93847-05-2. Fulltekst i vitenarkiv

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