Our latest publications

• 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: https://doi.org/10.1016/j.paid.2021.111037 Vis sammendrag

  Competitiveness as a personality trait is commonly viewed as having three dimensions – competing to win (CW; to dominate and suppress others unscrupulously), competing to surpass (CS; to surpass or excel above others), and competing to develop (CD; to focus on personal development). Using a sample of 926 participants in mainland China, this study examined the structure of competitiveness and inferred relationships between competitiveness and hypothetical altruism in resource allocation games and Machiavellianism. We found that CW was associated with lower levels of hypothetical altruism. Additionally, CW and CS were positively related to Machiavellianism, while CD had a negative association with Machiavellianism. These findings indicated that different dimensions of competitiveness function differently concerning altruism and manipulation, advancing the understanding of competitiveness.

• 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. . doi: 10.1016/j.tate.2021.103390
• König, Johannes; Blömeke, Sigrid; Jentsch, Armin; Schlesinger, Lena; née Nehls, Caroline Felske; Musekamp, Frank & Kaiser, Gabriele (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
• 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.  s 104223 . 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. . doi: https://doi.org/10.1007/s10459-021-10052-z Fulltekst i vitenarkiv.
• Damsa, Crina I.; Langford, Malcolm; Uehara, Dan & Scherer, Ronny (2021). Teachers’ agency and online education in times of crisis. Computers in Human Behavior.  ISSN 0747-5632. 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: Julius Kristjan Björnsson (red.),  Hva kan vi lære av TALIS 2018? Gode relasjoner som grunnlag for læring.  Cappelen Damm Akademisk.  ISBN 978-82-02-71880-0.  Chapter 3.  s 35 - 55
• Greiff, Samuel; Graesser, Arthur C.; Iliescu, Dragos; Rouet, Jean-François; Scheiter, Katharina; Scherer, Ronny; Gottschling, Juliana & Dörendal, Jan (2021). PIAAC Cycle 2 assessment framework: Adaptive problem solving, In  The Assessment Frameworks for Cycle 2 of the Programme for the International Assessment of Adult Competencies.  OECD Publishing.  ISBN 9789264946064.  Chapter 4.  s 155 - 203
• 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
• 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. 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. . 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. . 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
• Damsa, Crina I.; Langford, Malcolm; Uehara, Dan & Scherer, Ronny (2021). Teacher’s Agency and Online Teaching in Times of Crisis. Computers in Human Behavior.  ISSN 0747-5632. . doi: https://doi.org/10.1016/j.chb.2021.106793
• 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. . doi: 10.1007/s11092-020-09346-4 Fulltekst i vitenarkiv.
• Veletic, Jelena & Olsen, Rolf Vegar (2021). Developing a shared cluster construct of instructional leadership in TALIS. Studies in Educational Evaluation.  ISSN 0191-491X. . doi: 10.1016/j.stueduc.2020.100942 Vis sammendrag

  In the Teaching and Learning International Survey (TALIS), instructional leadership is measured by the self-reports of principals on three items only. When this measure is investigated together with teacher satisfaction with current work environment, no significant associations were found in the Nordic countries participating in the TALIS 2013 round. This paper argues that a potential reason for this might be the severely underrepresented construct of instructional leadership. As an alternative approach, teacher data from the same study are used to establish two important dimensions of instructional leadership at the school level: 1) managing the instructional program and 2) developing the school learning climate. Applying multilevel structural equation modelling (MSEM), we establish two shared cluster constructs at the school level and observe significant modest relationships between these constructs and teacher job satisfaction with current work environment. The paper brings to our attention the different approaches for interpreting, exploring, and making sense of instructional leadership in international large-scale studies, such as TALIS, from the joint perspective of teachers

• 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: Helfried Moosbrugger & Augustin Kelava (red.),  Testtheorie und Fragebogenkonstruktion.  Springer Berlin/Heidelberg.  ISBN 978-3-662-61531-7.  Chapter.  s 529 - 545
• Frey, Andreas (2020). Computerisiertes adaptives Testen, I: Helfried Moosbrugger & Augustin Kelava (red.),  Testtheorie und Fragebogenkonstruktion.  Springer Berlin/Heidelberg.  ISBN 978-3-662-61531-7.  Chapter 20.  s 501 - 524
• Frey, Andreas & Hartig, Johannes (2020). Methodological challenges of international student assessment, In Heidi Katarina Harju-Luukkainen; Nele McElvany & Justine Stang (ed.),  Monitoring Student Achievement in the 21st Century. European Policy Perspectives and Assessment Strategies..  Springer Nature.  ISBN 978-3-030-38968-0.  Chapter 4.  s 39 - 49 Fulltekst i vitenarkiv.
• Spoden, Christian; Frey, Andreas; Fink, Aron & Naumann, Patrick (2020). Kompetenzorientierte elektronische Hochschulklausuren im Studium des Lehramts, I: Kai Kaspar; Michael Becker-Mrotzek; Sandra Hofhues; Johannes Konig & Daniela Schmeinck (red.),  Bildung, Schule und Digitalisierung.  Waxmann Verlag.  ISBN 9783830942467.  Chapter.  s 184 - 189 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 & Horz, Holger (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: https://doi.org/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?, In Tove Stjern Frønes; Andreas Pettersen; Jelena Radišić & Nils Buchholtz (ed.),  Equity, Equality and Diversity in the Nordic Model of Education.  Springer.  ISBN 9783030616472.  10.  s 251 - 272 Vis sammendrag

  Students’ motivation in mathematics has been shown to predict their achievement and whether they pursue a later career in STEM (science, technology, engineering, and mathematics). To sustain equity in education, it is important that students are motivated for the STEM fields, independent of their background characteristics (e.g., gender and SES). Previous research has revealed that students’ motivation declines from primary to secondary school. The present study investigates whether this unwanted development may be related to students’ SES, and more importantly, what aspects of teachers’ instruction are related to student motivation for low, medium, and high-SES student groups in grade 5 and 9. We use data from students in grades 5 and 9 and their teachers who participated in TIMSS 2015 in Norway. Multilevel (students and classes), multi-group structural equation modelling is used to answer the research questions. In line with previous research from Germany and the USA, the results showed that SES is more important to student motivation in secondary than primary school, that low SES students’ motivation depends more on their teachers’ instructional quality than high SES students and that this dependency is stronger in secondary school than in primary school. The implications and contributions of the study are discussed.

• Scherer, Ronny (2020). The case for good discipline? Evidence on the interplay between disciplinary climate, socioeconomic status, and science achievement from PISA 2015, In Tove Stjern Frønes; Andreas Pettersen; Jelena Radišić & Nils Buchholtz (ed.),  Equity, Equality and Diversity in the Nordic Model of Education.  Springer.  ISBN 9783030616472.  8.  s 197 - 224 Fulltekst i vitenarkiv. Vis sammendrag

  In both educational and psychological research, the relation between socioeconomic status (SES) and academic achievement is the most widely examined contextual effect. While several research syntheses have reported evidence of positive and significant SES–achievement relations (i.e., higher SES is associated with better academic achievement in several domains), they also reported substantial variation across educational contexts, such as classrooms, schools, and educational systems, and proposed mechanisms underlying these relations. This chapter addressed this variation and tested three hypotheses on the interplay between socioeconomic status, the disciplinary climate in science lessons, and science achievement—the compensation hypothesis, the mediation hypothesis, and the moderation hypothesis. Utilizing the Programme for International Student Assessment (PISA) 2015 data from the Nordic countries (Denmark, Finland, Iceland, Norway, and Sweden), multilevel structural equation modeling provided evidence to test the contextual, indirect, and cross-level interaction effects. While evidence for the compensation hypothesis existed in most Nordic countries, evidence supporting the mediating and moderating roles of the disciplinary climate for the SES–achievement relation was sparse.

• 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 Tove Stjern Frønes; Andreas Pettersen; Jelena Radišić & Nils Buchholtz (ed.),  Equity, Equality and Diversity in the Nordic Model of Education.  Springer.  ISBN 9783030616472.  7.  s 173 - 196 Fulltekst i vitenarkiv. Vis sammendrag

  Even though equity is an important aim for the Nordic countries, for many of these countries, the effect of a student’s home background on their achievement seems to increase over time. If the aim is to reduce the effect of SES (socioeconomic status) on student outcomes, there is a need to identify the factors that moderate this relation. One such factor could be teachers and their instruction because they have been found to be key to student outcomes. However, few have linked teachers and their instruction to equity, and fewer still have made this link in Nordic countries. The aim of the present study is to identify the aspects of teacher quality and their instruction that may reduce the relationship between SES and student achievement in the Nordic countries. Eighth-grade students from the only two Nordic countries participating in TIMSS 2015 (Norway and Sweden) were selected. Multigroup, multilevel (students and classes) structural equation models with random slopes were employed to investigate which aspects of teacher quality moderate the relation between SES and student science achievement via instructional quality. The findings show that teacher professional development and specialisation reduce the relation between SES and science achievement via instructional quality in Sweden, while there were no significant findings for Norway. This study contributes to the fields of equity and teacher effectiveness, demonstrating that teachers may make a difference in reducing inequity through their competence and instruction.

• 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 Fulltekst i vitenarkiv.
• Yang, Xinrong; Kaiser, Gabriele; König, Johannes & Blömeke, Sigrid (2020). Relationship between Chinese Mathematics Teachers’ Knowledge and Their Professional Noticing. International Journal of Science and Mathematics Education.  ISSN 1571-0068. . doi: https://doi.org/10.1007/s10763-020-10089-3
• Blömeke, Sigrid; Kaiser, Gabriele; König, Johannes & Jentsch, Armin (2020). Profiles of mathematics teachers’ competence and their relation to instructional quality. ZDM: Mathematics Education.  ISSN 1863-9690.  52, s 329- 342 . doi: https://doi.org/10.1007/s11858-020-01128-y Fulltekst i vitenarkiv.
• 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 Fulltekst i vitenarkiv. Vis sammendrag

  In a very short time, secondary school education across the globe transitioned to online learning and teaching, in response to the Covid-19 pandemic. This study aims at identifying teacher profiles in secondary education to better understand perceptions of both individual and institutional readiness to transition to online teaching. To do this, the current study grouped teachers on the basis of their TPACK self-efficacy beliefs, online presence and perceived institutional support for online teaching. To date, data have been collected from teachers (N = 222) from 20 countries. The data were submitted to latent profile analysis to identify readiness profiles. The added value of the current study lies in the combined view of individual and institutional readiness and the uniqueness of the dataset. It provides a large-scale international perspective and a wide range of possible experiences. Findings inform how education institutions can personalise and support transitions to online teaching.

• Hummelen, Benjamin; Braeken, Johan; Christensen, Tore Buer; Nysæter, Tor Erik; Germans Selvik, Sara; Walther, Kristoffer Lygren; Pedersen, Geir Feigum; Eikenæs, Ingeborg Helene Ulltveit-Moe & Paap, Muirne C. S. (2020). A psychometric analysis of the structured clinical interview for the DSM-5 alternative model for personality disorders module I (SCID-5-AMPD-I): Level of personality functioning scale. Assessment (Odessa, Fla.).  ISSN 1073-1911.  s 1- 14 . doi: 10.1177/1073191120967972 Fulltekst i vitenarkiv. Vis sammendrag

  The current study aims to examine the psychometric properties of the Structured Clinical Interview for the DSM-5 Alternative Model for Personality Disorders Module I (SCID-5-AMPD-I) assessing the Level of Personality Functioning Scale (LPFS) in a heterogeneous sample of 282 nonpsychotic patients. Latent variable models were used to investigate the dimensionality of the LPFS. The results indicate that the LPFS, as assessed by the SCID-5-AMPD-I, can be considered as a unidimensional construct that can be measured reliably across a wide range of the latent trait. Threshold parameters for the 12 indicators of the LPFS increased gradually over the latent scale, indicating that the five LPFS levels were ordered as predicted by the model. In general, the increase of threshold parameters was relatively small for the shift from Level 2 to Level 3. A better distinction among the different severity levels might be obtained by fine-tuning the interview guidelines or the Level 2 indicators themselves

• Zhang, Maoxin; Hongyun, Liu & Yunyun, Zhang (2020). Adolescent social networks and physical, verbal, and indirect aggression in China: The moderating role of gender. Frontiers in Psychology.  ISSN 1664-1078.  11:658, s 1- 16 . doi: 10.3389/fpsyg.2020.00658 Fulltekst i vitenarkiv.
• Cramer, Colin; Rothland, Martin; König, Johannes & Blömeke, Sigrid (2020). Einführung in das Handbuch Lehrerinnen- und Lehrerbildung, I: Colin Cramer; Johannes König & Sigrid Blömeke (red.),  Handbuch Lehrerinnen- und Lehrerbildung.  Verlag Julius Klinkhardt.  ISBN 9783838554730.  1.  s 11 - 18
• Blömeke, Sigrid & König, Johannes (2020). Wirksamkeits-Ansatz in der Lehrerinnen- und Lehrerbildung, I: Colin Cramer; Johannes König & Sigrid Blömeke (red.),  Handbuch Lehrerinnen- und Lehrerbildung.  Verlag Julius Klinkhardt.  ISBN 9783838554730.  20.  s 172 - 178
• Jentsch, Armin; Schlesinger, Lena; Heinrich, Hannah; Kaiser, Gabriele; König, Johannes & Blömeke, Sigrid (2020). Erfassung der fachspezifischen Qualität von Mathematikunterricht: Faktorenstruktur und Zusammenhänge zur professionellen Kompetenz von Mathematiklehrpersonen. Journal für Mathematik-Didaktik.  ISSN 0173-5322. . doi: 10.1007/s13138-020-00168-x Fulltekst i vitenarkiv.
• Jenssen, Lars; Hosoya, Georg; Jegodtka, Aljoscha Jakob; Eilerts, Katja; Eid, Michael & Blömeke, Sigrid (2020). Effects of Early Childhood Teachers’ Mathematics Anxiety on the Development of Children’s Mathematical Competencies, In Olga Zlatkin-Troitschanskaia (ed.),  Student Learning in German Higher Education.  Springer.  ISBN 978-3-658-27886-1.  2.7.  s 141 - 162 Fulltekst i vitenarkiv.
• Felske, Caroline; König, Johannes; Klemenz, Stefan; Kaiser, Gabriele; Ross, Nathalie & Blömeke, Sigrid (2020). Pädagogisches Wissen von berufstätigen Mathematiklehrkräften: Validierung der Konstruktrepräsentation im TEDS-M-Instrument. Diagnostica.  ISSN 0012-1924.  s 110- 122 Fulltekst i vitenarkiv.
• Yang, Xinrong; Kaiser, Gabriele; König, Johannes & Blömeke, Sigrid (2020). Relationship between pre-service mathematics teachers’ knowledge, beliefs and instructional practices in China. ZDM: Mathematics Education.  ISSN 1863-9690.  52(2), s 281- 294 . doi: 10.1007/s11858-020-01145-x Fulltekst i vitenarkiv.
• Paap, Muirne C.S.; Hummelen, Benjamin; Braeken, Johan; Arnevik, Espen Kristian Ajo; Walderhaug, Espen; Wilberg, Theresa; Berghuis, Han; Hutsebaut, Joost & Pedersen, Geir Feigum (2020). A multi-center psychometric evaluation of the Severity Indices of Personality Problems 118 (SIPP-118): Do we really need all those facets?. Quality of Life Research.  ISSN 0962-9343.  s 1- 9 . doi: 10.1007/s11136-020-02654-8 Fulltekst i vitenarkiv.
• Spoden, Christian; Fleischer, Jens & Frey, Andreas (2020). Person misfit, test anxiety, and test-taking motivation in a large-scale mathematics proficiency test for self-evaluation. Studies in Educational Evaluation.  ISSN 0191-491X.  67 . doi: 10.1016/j.stueduc.2020.100910 Fulltekst i vitenarkiv.
• Gin, Brian; Sim, Nicholas; Skrondal, Anders & Rabe-Hesketh, Sophia (2020). A dyadic IRT model. Psychometrika.  ISSN 0033-3123.  85, s 815- 836 . doi: 10.1007/s11336-020-09718-1
• Jentsch, Armin; Casale, Gino; Schlesinger, Lena; Kaiser, Gabriele; Konig, Johannes & Blömeke, Sigrid (2020). Variability and generalizability of ratings on the quality of mathematics instruction between and within lessons. Unterrichtswissenschaft.  ISSN 0340-4099.  48(2), s 179- 197 . doi: 10.1007/s42010-019-00061-8
• 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, s 1400- 1429 . doi: 10.1002/tea.21657 Fulltekst i vitenarkiv. Vis sammendrag

  Previous research has demonstrated the potential of examining log‐file data from computer‐based assessments to understand student interactions with complex inquiry tasks. Rather than solely providing information about what has been achieved or the accuracy of student responses (product data), students' log files offer additional insights into how the responses were produced (process data). In this study, we examined students' log files to detect patterns of students' interactions with computer‐based assessment and to determine whether unique characteristics of these interactions emerge as distinct profiles of inquiry performance. Knowledge about the characteristics of these profiles can shed light on why some students are more successful at solving simulated inquiry tasks than others and how to support student understanding of scientific inquiry through computer‐based environments. We analyzed the Norwegian PISA 2015 log‐file data, science performance as well as background questionnaire (N = 1,222 students) by focusing on two inquiry tasks, which required scientific reasoning skills: coordinating the effects of multiple variables and coordinating theory and evidence. Using a mixture modeling approach, we identified three distinct profiles of students' inquiry performance: strategic, emergent, and disengaged. These profiles revealed different characteristics of students' exploration behavior, inquiry strategy, time‐on‐task, and item accuracy. Further analyses showed that students' assignment to these profiles varied according to their demographic characteristics (gender, socio‐economic status, and language at home), attitudes (enjoyment in science, self‐efficacy, and test anxiety), and science achievement. Although students' profiles on the two inquiry tasks were significantly related, we also found some variations in the proportion of students' transitions between profiles. Our study contributes to understanding how students interact with complex simulated inquiry tasks and showcases how log‐file data from PISA 2015 can aid this understanding.

• Andersson, Björn & Xin, Tao (2020). Estimation of Latent Regression Item Response Theory Models Using a Second-Order Laplace Approximation. Journal of educational and behavioral statistics.  ISSN 1076-9986. . doi: 10.3102/1076998620945199 Fulltekst i vitenarkiv.
• Braeken, Johan & Paap, Muirne C. S. (2020). Making Fixed-Precision Between-Item Multidimensional Computerized Adaptive Tests Even Shorter by Reducing the Asymmetry Between Selection and Stopping Rules. Applied Psychological Measurement.  ISSN 0146-6216. . doi: 10.1177/0146621620932666 Fulltekst i vitenarkiv.
• Scherer, Ronny (2020). Analysing PIAAC Data with Structural Equation Modelling in Mplus, In Débora B. Maehler & Beatrice Rammstedt (ed.),  Large-Scale Cognitive Assessment: Analyzing PIAAC Data.  Springer Nature.  ISBN 978-3-030-47515-4.  Full chapter, chapter 8.  s 165 - 208 Fulltekst i vitenarkiv.
• Liu, Chen-Wei; Andersson, Björn & Skrondal, Anders (2020). A Constrained Metropolis–Hastings Robbins–Monro Algorithm for Q Matrix Estimation in DINA Models. Psychometrika.  ISSN 0033-3123.  85, s 322- 357 . doi: 10.1007/s11336-020-09707-4 Fulltekst i vitenarkiv.
• Ræder, Henrik Galligani; Olsen, Rolf Vegar & Blömeke, Sigrid (2020). Large-Scale Assessments in the Norwegian Context, In Heidi Katarina Harju-Luukkainen; Nele McElvany & Justine Stang (ed.),  Monitoring Student Achievement in the 21st Century. European Policy Perspectives and Assessment Strategies..  Springer Nature.  ISBN 978-3-030-38968-0.  Chapter 16.  s 195 - 206 Fulltekst i vitenarkiv.
• 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, s 1- 18 . doi: 10.1016/j.chb.2020.106349 Fulltekst i vitenarkiv.
• 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 Fulltekst i vitenarkiv.
• 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, s 1- 23 . doi: 10.1016/j.edurev.2020.100323 Fulltekst i vitenarkiv.
• Scherer, Ronny & Teo, Timothy (2020). A tutorial on the meta-analytic structural equation modeling of reliability coefficients. Psychological methods.  ISSN 1082-989X.  25(6), s 747- 775 . doi: 10.1037/met0000261 Fulltekst i vitenarkiv.
• Gunnes, Nina; Gjessing, Håkon K.; Bakken, Inger Johanne Landsjøåsen; Ghaderi, Sara; Gran, Jon Michael; Hungnes, Olav; Magnus, Per; Samuelsen, Sven Ove; Skrondal, Anders; Stoltenberg, Camilla; Trogstad, Lill; Wilcox, Allen James & Håberg, Siri Eldevik (2020). Seasonal and pandemic influenza during pregnancy and risk of fetal death: A Norwegian registry‑based cohort study. European Journal of Epidemiology (EJE).  ISSN 0393-2990.  35, s 371- 379 . doi: 10.1007/s10654-020-00600-z Fulltekst i vitenarkiv.
• Jin, Shaobo & Andersson, Björn (2020). A note on the accuracy of adaptive Gauss–Hermite quadrature. Biometrika.  ISSN 0006-3444.  107(3) . doi: 10.1093/biomet/asz080
• 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 Fulltekst i vitenarkiv.
• Jentsch, Armin; Casale, Gino; Schlesinger, Lena; Kaiser, Gabriele; König, Johannes & Blömeke, Sigrid (2019). Variabilität und Generalisierbarkeit von Ratings zur Qualität von Mathematikunterricht zwischen und innerhalb von Unter-richtsstunden. Unterrichtswissenschaft.  ISSN 0340-4099. . doi: https://doi.org/10.1007/s42010-019-00061-8 Fulltekst i vitenarkiv.
• Gess, Christopher; Ruess, Julia & Blömeke, Sigrid (2019). Ein fach- und paradigmenübergreifendes Modell der Forschungskompetenz in den Sozialwissenschaften. Zeitschrift für Empirische Hochschulforschung (ZeHf).  ISSN 2367-3044.  s 7- 27 . doi: 10.3224/zehf.v3i1.02 Fulltekst i vitenarkiv.
• Blömeke, Sigrid (2019). Lehrerbildung, I: Olaf Köller (red.),  Das Bildungswesen in Deutschland: Bestand und Potenziale.  UTB Verlag.  ISBN 9783825247850.  19.  s 663 - 696
• Jensen, Lars; Dunekacke, Simone; Gustafsson, Jan-Eric & Blömeke, Sigrid (2019). Intelligence and knowledge: the relationship between preschool teachers’ cognitive dispositions in the field of mathematics. Zeitschrift für Erziehungswissenschaft.  ISSN 1434-663X.  22(6), s 1313- 1332 . doi: 10.1007/s11618-019-00911-2 Fulltekst i vitenarkiv.
• König, Christoph; Spoden, Christian & Frey, Andreas (2019). An Optimized Bayesian Hierarchical Two-Parameter Logistic Model for Small-Sample Item Calibration. Applied Psychological Measurement.  ISSN 0146-6216. . doi: 10.1177/0146621619893786 Fulltekst i vitenarkiv.
• 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 Fulltekst i vitenarkiv. Vis sammendrag

  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

• Nehls, Caroline; König, Johannes; Kaiser, Gabriele & Blömeke, Sigrid (2019). Profiles of teachers’ general pedagogical knowledge: Nature, causes and effects on beliefs and instructional quality. ZDM: Mathematics Education.  ISSN 1863-9690. . doi: 10.1007/s11858-019-01102-3 Fulltekst i vitenarkiv.
• Jenssen, Lars; Thiel, Oliver; Dunekacke, Simone & Blömeke, Sigrid (2019). Mathematikangst bei angehenden frühpädagogischen Fachkräften: Bedeutsam für professionelles Wissen und Wahrnehmung von mathematischen Inhalten im Kita-Alltag?. Journal für Mathematik-Didaktik.  ISSN 0173-5322.  41(2), s 301- 327 . doi: 10.1007/s13138-019-00151-1 Fulltekst i vitenarkiv. Vis sammendrag

  Die Fähigkeit, mathematische Inhalte in Spielsituationen der Kindertagesstätte zu identifizieren, um diese für eine angemessene Förderung mathematischer Kompetenzen bei Kindern zu nutzen, kann als ein wesentlicher Bestandteil professioneller Kompetenz von frühpädagogischen Fachkräften verstanden werden. Diese mathematikbezogene Situationswahrnehmung sollte dabei vor dem Hintergrund von sowohl fachmathematischem als auch mathematikdidaktischem Wissen reflektiert werden. Inwieweit Emotionen an dem Prozess der Situationswahrnehmung beteiligt sind, wurde bisher nicht untersucht. Mathematikangst stellt eine bedeutsame Leistungsemotion bei (angehenden) frühpädagogischen Fachkräften dar. Der vorliegende Beitrag untersucht daher die Frage, inwieweit Mathematikangst und professionelles mathematikbezogenes Wissen die mathematikbezogene Situationswahrnehmung von angehenden frühpädagogischen Fachkräften vorhersagen. Hierfür wurden n = 354 angehende frühpädagogische Fachkräfte befragt und mit paper-pencil-basierten und videobasierten Tests hinsichtlich ihrer professionellen Kompetenz getestet. Die Ergebnisse deuten unter anderem auf bedeutsame indirekte Effekte von Mathematikangst, vermittelt über das mathematische Fachwissen und das mathematikdidaktische Wissen, auf die mathematikbezogene Situationswahrnehmung hin. Die Relevanz der Ergebnisse wird vor dem Hintergrund der Ausbildung von frühpädagogischen Fachkräften diskutiert.

• Chen, Chia-Wen; Wang, Wen-Chung; Ming Ming, Chiu & Ro, Sage (2019). Item Selection and Exposure Control Methods for Computerized Adaptive Testing with Multidimensional Ranking Items. Journal of Educational Measurement.  ISSN 0022-0655. . doi: 10.1111/jedm.12252
• Born, Sebastian; Fink, Aron; Spoden, Christian & Frey, Andreas (2019). Evaluating Different Equating Setups in the Continuous Item Pool Calibration for Computerized Adaptive Testing. Frontiers in Psychology.  ISSN 1664-1078.  10 . doi: 10.3389/fpsyg.2019.01277 Fulltekst i vitenarkiv.
• Svetina, Dubravka; Liaw, Yuan-Ling; Rutkowski, Leslie & Rutkowski, David (2019). Routing Strategies and Optimizing Design for Multistage Testing in International Large-Scale Assessments. Journal of Educational Measurement.  ISSN 0022-0655.  56(1), s 192- 213 . doi: 10.1111/jedm.12206
• Rose, Norman; Nagy, Gabriel; Nagengast, Benjamin; Frey, Andreas & Becker, Michael (2019). Modeling multiple item context effects with generalized linear mixed models. Frontiers in Psychology.  ISSN 1664-1078.  10 . doi: 10.3389/fpsyg.2019.00248 Fulltekst i vitenarkiv.
• Troosters, Thierry; Tabin, Nathalie; Langer, Daniel; Burtin, Chris; Chatwin, Michelle; Clini, Enrico M.; Emtner, Margareta; Gosselink, Rik; Grant, Kathleen; Inal-Ince, Deniz; Lewko, Agnieszka; Main, Eleanor; Mitchell, Sharon; Niculescu, Alexandra; Oberwaldner, Beatrice & Pitta, Fabio (2019). Introduction of the harmonised respiratory physiotherapy curriculum. Breathe.  ISSN 1810-6838.  15(2), s 110- 115 . doi: 10.1183/20734735.0124-2019
• Engelhardt, Lena; Naumann, Johannes; Goldhammer, Frank; Frey, Andreas; Wenzel, Franziska; Hartig, Katja & Horz, Holger (2019). Convergent Evidence for the Validity of a Performance-Based ICT Skills Test. European Journal of Psychological Assessment.  ISSN 1015-5759. . doi: 10.1027/1015-5759/a000507 Fulltekst i vitenarkiv.
• Reis Costa, Denise & Eklöf, Hanna (2019). IRT Scales for Self-reported Test-Taking Motivation of Swedish Students in International Surveys. Springer Proceedings in Mathematics & Statistics.  ISSN 2194-1017.  265, s 53- 63 . doi: 10.1007/978-3-030-01310-3_5 Fulltekst i vitenarkiv.
• Trapp, Stefanie; Blömeke, Sigrid & Ziegler, Matthias (2019). The openness-fluid-crystallized-intelligence (OFCI) model and the environmental enrichment hypothesis. Intelligence.  ISSN 0160-2896.  73, s 30- 40 . doi: 10.1016/j.intell.2019.01.009 Fulltekst i vitenarkiv.
• Paap, Muirne C. S.; Born, Sebastian & Braeken, Johan (2019). Measurement Efficiency for Fixed-Precision Multidimensional Computerized Adaptive Tests: Comparing Health Measurement and Educational Testing Using Example Banks. Applied Psychological Measurement.  ISSN 0146-6216.  43(1), s 68- 83 . doi: 10.1177/0146621618765719 Fulltekst i vitenarkiv.
• Blömeke, Sigrid & Olsen, Rolf Vegar (2019). Consistency of results regarding teacher effects across subjects, school levels, outcomes and countries. Teaching and Teacher Education : An International Journal of Research and Studies.  ISSN 0742-051X.  77, s 170- 182 . doi: 10.1016/j.tate.2018.09.018 Fulltekst i vitenarkiv.
• Hautz, Wolf E.; Schubert, Sebastian; Schauber, Stefan Kilian; Kunina-Habenicht, Olga; Hautz, Stefanie C.; Kämmer, Juliane E. & Eva, Kevin (2019). Accuracy of self‐monitoring: does experience, ability or case difficulty matter?. Medical Education.  ISSN 0308-0110.  53(7), s 735- 744 . doi: 10.1111/medu.13801 Fulltekst i vitenarkiv. Vis sammendrag

  Context The ability to self‐monitor one's performance in clinical settings is a critical determinant of safe and effective practice. Various studies have shown this form of self‐regulation to be more trustworthy than aggregate judgements (i.e. self‐assessments) of one's capacity in a given domain. However, little is known regarding what cues inform learners’ self‐monitoring, which limits an informed exploration of interventions that might facilitate improvements in self‐monitoring capacity. The purpose of this study is to understand the influence of characteristics of the individual (e.g. ability) and characteristics of the problem (e.g. case difficulty) on the accuracy of self‐monitoring by medical students. Methods In a cross‐sectional study, 283 medical students from 5 years of study completed a computer‐based clinical reasoning exercise. Confidence ratings were collected after completing each of six cases and the accuracy of self‐monitoring was considered to be a function of confidence when the eventual answer was correct relative to when the eventual answer was incorrect. The magnitude of that difference was then explored as a function of year of seniority, gender, case difficulty and overall aptitude. Results Students demonstrated accurate self‐monitoring by virtue of giving higher confidence ratings (57.3%) and taking a shorter time to work through cases (25.6 seconds) when their answers were correct relative to when they were wrong (41.8% and 52.0 seconds, respectively; p< 0.001 and d > 0.5 in both instances). Self‐monitoring indices were related to student seniority and case difficulty, but not to overall ability or student gender. Conclusions This study suggests that the accuracy of self‐monitoring is context specific, being heavily influenced by the struggles students experience with a particular case rather than reflecting a generic ability to know when one is right or wrong. That said, the apparent capacity to self‐monitor increases developmentally because increasing experience provides a greater likelihood of success with presented problems.

• Zachrisson, Henrik Daae; Janson, Harald & Lamer, Kari (2019). The Lamer Social Competence in Preschool (LSCIP) Scale: Structural Validity in a Large Norwegian Community Sample. Scandinavian Journal of Educational Research.  ISSN 0031-3831.  63(4), s 551- 565 . doi: 10.1080/00313831.2017.1415963 Fulltekst i vitenarkiv.
• Rutkowski, Leslie; Svetina, Dubravka & Liaw, Yuan-Ling (2019). Collapsing Categorical Variables and Measurement Invariance. Structural Equation Modeling.  ISSN 1070-5511. . doi: 10.1080/10705511.2018.1547640 Vis sammendrag

  Cross-cultural comparisons of latent variable means demands equivalent loadings and intercepts or thresholds. Although equivalence generally emphasizes items as originally designed, researchers sometimes modify response options in categorical items. For example, substantive research interests drive decisions to reduce the number of item categories. Further, categorical multiple-group confirmatory factor analysis (MG-CFA) methods generally require that the number of indicator categories is equal across groups; however, categories with few observations in at least one group can cause challenges. In the current paper, we examine the impact of collapsing ordinal response categories in MG-CFA. An empirical analysis and a complementary simulation study suggested meaningful impacts on model fit due to collapsing categories. We also found reduced scale reliability, measured as a function of Fisher’s information. Our findings further illustrated artifactual fit improvement, pointing to the possibility of data dredging for improved model-data consistency in challenging invariance contexts with large numbers of groups.

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• Cramer, Colin; König, Johannes & Blömeke, Sigrid (red.) (2020). Handbuch Lehrerinnen- und Lehrerbildung. Verlag Julius Klinkhardt.  ISBN 9783838554730.  887 s.

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• Iliescu, Dragos; Greiff, Samuel; Proyer, René; Ziegler, Matthias; Allen, Mark; Claes, Laurence; Fokkema, Marjolein; Hasking, Penelope; Hiemstra, Annemarie; Maes, Marlies; Mund, Marcus; Nye, Chris; Scherer, Ronny; Wetzel, Eunike & Zeinoun, Pia (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; Kuperman, Victor; Madan, Christopher R.; Marelli, Marco; Mathot, Sebastiaan; Svetina, Dubravka & Yap, Melvin (2020). Into a new decade. Behavior Research Methods.  ISSN 1554-351X. . doi: https://doi.org/10.3758/s13428-020-01497-y
• Siddiq, Fazilat; Scherer, Ronny & Tondeur, Jo (2020). Developing Students’ Collaborative Problem-Solving Competence (TEACH21st): Towards a linking science.
• Fütterer, Tim; Lachner, Andreas; Scheiter, Katharina; Scherer, Ronny & Stürmer, Kathleen (2020). Will, Skill or Conscientiousness: What Predicts Teachers' ICT-Related Professional Development? (Study Protocol). Vis sammendrag

  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.

• Ræder, Henrik Galligani; Olsen, Rolf Vegar & Andersson, Björn (2020). Comparing measures of numeracy across grades.
• Ræder, Henrik Galligani & Olsen, Rolf Vegar (2020). Utvikling av nasjonale prøver – rapport 2b: Endelig rapport av vertikalt lenkedesign for de nasjonale prøvene i regning 5.-8. trinn.
• Tjønn, Henrik & Ræder, Henrik Galligani (2020). Elevmedvirkning i vurderingsarbeid. Bedre Skole.  ISSN 0802-183X.  1, s 21- 25
• Reis Costa, Denise (2019). R Package LOGAN: Log File Analysis in International Large-Scale Assessments.
• Reis Costa, Denise (2019). Application of Kaplan-Meier Curves for Analysis of Process Data.
• Ræder, Henrik Galligani; Tokle, Olav Dalsegg & Olsen, Rolf Vegar (2019). Utvikling av nasjonale prøver – rapport 1 og 2a: Rapportering av potensielle underdimensjoner og implementering av vertikalt lenkedesign for de nasjonale prøvene i regning.
• Ræder, Henrik Galligani; Andersson, Björn & Olsen, Rolf Vegar (2019). Exploring the unidimensionality of the Norwegian National Numeracy tests.
• Kalandadze, Tamar; Braeken, Johan; Brynskov, Cecilia & Næss, Kari-Anne Bottegaard (2019). Difficulties in Metaphor Comprehension: A Hallmark of Autism Spectrum Disorder or of Poor Structural Language Ability?.
• Kaarstein, Hege & Olsen, Rolf Vegar (2019). Fakta om norske skole- resultater. Aftenposten (morgenutg. : trykt utg.).  ISSN 0804-3116.
• Torkildsen, Janne von Koss; Bratlie, Siri Steffensen; Hagtvet, Bente Eriksen; Lyster, Solveig-Alma Halaas; Kristensen, Jarl Kleppe; Næss, Kari-Anne Bottegaard; Wie, Ona Bø; Hulme, Charles; Snow, Catherine & Gustafsson, Jan-Eric (2019). Kaptein Morf: A digital morphology-based vocabulary intervention for primary school children.
• Daus, Stephan (2019). Profiling and Researching TIMSS by Introducing a Content Lens on Eighth-grade Science (PARTICLES). Doktoravhandlinger forsvart ved Det utdanningsvitenskapelige fakultet, Universitetet i Oslo. 305. Vis sammendrag

  This doctoral thesis scrutinizes the content dimension of the Trends in International Mathematics and Science Study (TIMSS) to explore: “What content-specific profiles can we obtain about the students’ strengths and weaknesses, and teachers’ instruction, by disaggregating the test into its items and responses?” and “Why is the relationship between science achievement and teachers’ content coverage seemingly so weak in TIMSS?” Four papers apply advanced analyses of the students’ and teachers’ response-level data in TIMSS 2011 and 2015. Findings suggest variation in the Norwegian pupils’ achievement across science topics compared with the international averages (Paper 1), and the degree of their teachers’ coverage of the topics in class across grades (Paper 2), which can inform educators’ decision-making. Results from instructional sensitivity analyses in TIMSS 2015 in papers 3 and 4 suggest that a finer-grained analysis is required to pick up on instruction when the assessments are remote from the instruction. The indicators for content coverage require further attention as they might not be optimal for their purpose.

• Daus, Stephan; Stancel-Piatak, Agnes & Braeken, Johan (2019). Curriculum sensitivity of the TIMSS science test: Adjacent-grades within schools design.

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