Our latest publications

• 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. . 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 . doi: 10.1186/s40536-020-00083-0
• 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. . doi: 10.1016/j.edurev.2020.100323
• Scherer, Ronny & Teo, Timothy (2020). A tutorial on the meta-analytic structural equation modeling of reliability coefficients. Psychological methods.  ISSN 1082-989X. . doi: 10.1037/met0000261
• 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. . doi: 10.1007/s10654-020-00600-z Fulltekst i vitenarkiv.
• Huang, Fang; Teo, Timothy & Scherer, Ronny (2020). Investigating the antecedents of university students’ perceived ease of using the Internet for learning. Interactive Learning Environments.  ISSN 1049-4820. . doi: 10.1080/10494820.2019.1710540
• Jin, Shaobo & Andersson, Björn (2020). A note on the accuracy of adaptive Gauss–Hermite quadrature. Biometrika.  ISSN 0006-3444. . 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
• 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
• 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
• 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
• 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
• 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 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
• 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.  s 1- 27 . doi: 10.1007/s13138-019-00151-1 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
• 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
• 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
• Gin, Brian; Sim, Nicholas; Skrondal, Anders & Rabe-Hesketh, Sophia (2019). A Dyadic IRT Model. arXiv.org.  ISSN 2331-8422. Fulltekst i vitenarkiv.
• 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
• 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
• 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
• 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
• 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
• 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 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.

• Frey, Andreas & Hartig, Johannes (2019). Kompetenzdiagnostik, I:  Handbuch Schulpädagogik.  Waxmann Verlag.  ISBN 978-3-8252-8698-9.  Chapter 75.  s 849 - 858
• Luo, Hao; Andersson, Björn Håkan; Tang, Jennifer & Wong, Gloria (2019). Applying Item Response Theory Analysis to the Montreal Cognitive Assessment in a Low-Education Older Population. Assessment (Odessa, Fla.).  ISSN 1073-1911.  s 1- 13 . doi: 10.1177/1073191118821733
• Scherer, Ronny; Siddiq, Fazilat & Sánchez Viveros, Bárbara (2019). The Cognitive Benefits of Learning Computer Programming: A Meta-Analysis of Transfer Effects. Journal of Educational Psychology.  ISSN 0022-0663.  111(5), s 764- 792 . doi: 10.1037/edu0000314 Fulltekst i vitenarkiv. Vis sammendrag

  Does computer programming teach students how to think? Learning to program computers has gained considerable popularity, and educational systems around the world are encouraging students in schools and even children in kindergartens to engage in programming activities. This popularity is based on the claim that learning computer programming improves cognitive skills, including creativity, reasoning, and mathematical skills. In this meta-analysis, we tested this claim performing a 3-level, random-effects meta-analysis on a sample of 105 studies and 539 effect sizes. We found evidence for a moderate, overall transfer effect (g = 0.49, 95% CI [0.37, 0.61]) and identified a strong effect for near transfer (g = 0.75, 95% CI [0.39, 1.11]) and a moderate effect for far transfer (g = 0.47, 95% CI [0.35, 0.59]). Positive transfer to situations that required creative thinking, mathematical skills, and metacognition, followed by spatial skills and reasoning existed. School achievement and literacy, however, benefited the least from learning to program. Moderator analyses revealed significantly larger transfer effects for studies with untreated control groups than those with treated (active) control groups. Moreover, published studies exhibited larger effects than gray literature. These findings shed light on the cognitive benefits associated with learning computer programming and contribute to the current debate surrounding the conceptualization of computer programming as a form of problem solving. (PsycINFO Database Record (c) 2018 APA, all rights reserved)

• Liu, Yanlou; Xin, Tao; Andersson, Bjørn & Tian, Wei (2019). Information matrix estimation procedures for cognitive diagnostic models. British Journal of Mathematical & Statistical Psychology.  ISSN 0007-1102.  72(1), s 18- 37 . doi: 10.1111/bmsp.12134
• Pettersen, Andreas & Braeken, Johan (2019). Mathematical Competency Demands of Assessment Items: a Search for Empirical Evidence. International Journal of Science and Mathematics Education.  ISSN 1571-0068.  17(2), s 405- 425 . doi: 10.1007/s10763-017-9870-y Fulltekst i vitenarkiv.
• Blömeke, Sigrid; Thiel, Oliver & Jenssen, Lars (2019). Before, During, and After Examination: Development of Prospective Preschool Teachers' Mathematics-Related Enjoyment and Self-Efficacy. Scandinavian Journal of Educational Research.  ISSN 0031-3831.  63(4), s 506- 519 . doi: 10.1080/00313831.2017.1402368 Fulltekst i vitenarkiv.
• Dearing, Eric; Zachrisson, Henrik Daae; Mykletun, Arnstein & Toppelberg, Claudio O (2018). Estimating the Consequences of Norway’s National Scale-Up of Early Childhood Education and Care (Beginning in Infancy) for Early Language Skills. AERA Open.  ISSN 2332-8584.  4(1), s 1- 16 . doi: 10.1177/2332858418756598 Fulltekst i vitenarkiv.
• Matta, Tyler; Rutkowski, Leslie; Rutkowski, David & Liaw, Yuan-Ling (2018). lsasim: an R package for simulating large‑scale assessment data. Large-scale Assessments in Education.  ISSN 2196-0739.  6(15) Fulltekst i vitenarkiv. Vis sammendrag

  This article provides an overview of the R package lsasim, designed to facilitate the generation of data that mimics a large scale assessment context. The package features functions for simulating achievement data according to a number of common IRT models with known parameters. A clear advantage of lsasim over other simulation software is that the achievement data, in the form of item responses, can arise from multiple-matrix sampled test designs. Furthermore, lsasim offers the possibility of simulating data that adhere to general properties found in the background questionnaire (mostly ordinal, correlated variables that are also related to varying degrees with some latent trait). Although the background questionnaire data can be linked to the test responses, all aspects of lsasim can function independently, affording researchers a high degree of flexibility in terms of possible research questions and the part of an assessment that is of most interest.

• Rutkowski, David; Rutkowski, Leslie & Liaw, Yuan-Ling (2018). Measuring Widening Proficiency Differences in International Assessments: Are Current Approaches Enough?. Educational Measurement: Issues and Practice.  ISSN 0731-1745.  37(4), s 40- 48 . doi: 10.1111/emip.12225 Vis sammendrag

  Participation in international large‐scale assessments has grown over time with the largest, the Programme for International Student Assessment (PISA), including more than 70 education systems that are economically and educationally diverse. To help accommodate for large achievement differences among participants, in 2009 PISA offered low‐performing systems the option of including an easier set of items in the assessment with an aim of providing improved achievement estimates. However, there remains a lack of evidence on the performance of this design innovation. As such, we simulate a design that closely mirrors the PISA 2015 math assessment in order to empirically examine the benefits of including easy items for low‐performing countries. We extend the PISA design to include increased numbers of easy items and items that are easier than currently implemented. Findings show that the current PISA approach provides little advantage compared to a common test for all participants. Our study also demonstrates persistent bias, low coverage rates, and low correlations between generating and estimated proficiency under current designs. Through our simulation we also show that to improve achievement estimation for low performers about half of the items would need to be made significantly easier.

• Spoden, Christian; Frey, Andreas & Bernhardt, Raphael (2018). Implementing three CATs within eighteen months. Journal of Computerized Adaptive Testing.  ISSN 2165-6592.  6(3), s 38- 55 . doi: 10.7333/1809-060338
• Nagy, Gabriel; Nagengast, Benjamin; Frey, Andreas; Becker, Michael & Rose, Norman (2018). A multilevel study of position effects in PISA achievement tests: Student- and school-level predictors in the German tracked school system. Assessment in education : Principles, Policy & Practice.  ISSN 0969-594X. . doi: 10.1080/0969594X.2018.1449100 Fulltekst i vitenarkiv.
• Nagy, Gabriel; Nagengast, Benjamin; Becker, Michael; Rose, Norman & Frey, Andreas (2018). Item position effects in a reading comprehension test: An IRT study of individual differences and individual correlates. Psychological Test and Assessment Modeling.  ISSN 2190-0493.  60(2), s 165- 187
• Frey, Andreas; König, Christoph & Spoden, Christian (2018). Special Topic: Advances in Educational Measurement. Psychological Test and Assessment Modeling.  ISSN 2190-0493.  60(2), s 141- 144
• Frey, Andreas; König, Christoph & Spoden, Christian (2018). Special Topic: Advances in Educational Measurement Part II. Psychological Test and Assessment Modeling.  ISSN 2190-0493.  60(3), s 325- 326
• Fink, Aron; Born, Sebastian; Frey, Andreas & Spoden, Christian (2018). A continuous calibration strategy for computerized adaptive testing. Psychological Test and Assessment Modeling.  ISSN 2190-0493.  60(3), s 327- 346
• Frey, Andreas; Spoden, Christian; Goldhammer, Frank & Wenzel, Franziska (2018). Response time-based treatment of omitted responses in computer-based testing. Behaviormetrika.  ISSN 0385-7417.  45, s 505- 526 . doi: 10.1007/s41237-018-0073-9 Fulltekst i vitenarkiv.
• Janssen, Jeroen H. M.; Van Laar, Saskia; De Rooij, Mark J.; Kuha, Jouni & Bakk, Zsuzsa (2018). The Detection and Modeling of Direct Effects in Latent Class Analysis. Structural Equation Modeling.  ISSN 1070-5511.  26(2), s 280- 290 . doi: 10.1080/10705511.2018.1541745 Fulltekst i vitenarkiv.
• Avian, Alexander; Messerer, Brigitte; Frey, Andreas; Meissner, Winfried; Weinberg, Annelie; Ravekes, William & Berghold, Andrea (2018). Scaling properties of pain intensity ratings in paediatric populations using the Faces Pain Scale-revised: Secondary analyses of published data based on the item response theory. International Journal of Nursing Studies.  ISSN 0020-7489.  87, s 49- 59 . doi: 10.1016/j.ijnurstu.2018.07.009 Fulltekst i vitenarkiv.
• Tveit, Sverre & Olsen, Rolf Vegar (2018). Eksamens mange roller i sertifisering, styring og støtte av læring og undervisning i norsk grunnopplæring. Acta didactica Norden.  ISSN 1504-9922.  12(4) . doi: 10.5617/adno.6381 Fulltekst i vitenarkiv. Vis sammendrag

  Hvilke roller har eksamen i norsk grunnopplæring? I Forskrift til opplæringslova framgår det blant annet at eksamenskarakteren skal fastsette kompetansen til eleven ved slutten av opplæringen i faget. Denne artikkelen viser imidlertid at policydokumenter og policyutviklere har en rekke forventninger til hva man skal oppnå ved å ha eksamen og hva man skal kunne benytte eksamensresultater til. I et samspill mellom teori og empiri identifiser artikkelen tre roller for vurdering: å sertifisere, styre og støtte læring og undervisning. Dette begrepsapparatet brukes til å analysere både eksamens formelt definerte formål, og tilsiktede og utilsiktede funksjoner ved eksamenssystemet. Artikkelen baserer seg på tre typer historiske data: (i) Stortingsmeldinger, (ii) Utdanningsdirektoratets årlige rapporter, Utdanningsspeilet, samt (iii) ekspertintervjuer gjennomført i 2013 med en statssekretær og en seniorrådgiver i Kunnskapsdepartementet, og direktøren og en avdelingsdirektør i Utdanningsdirektoratet. I tillegg er det gjort en analyse av gjeldende bestemmelser, slik de kommer til uttrykk i Forskrift til opplæringslova og Rammeverket for eksamen av 2017. Artikkelen avdekker manglende avklaringer av eksamens formål og peker på at dette kan føre til at politikere og andre policyutviklere forvalter og videreutvikler eksamenssystemet på sviktende grunnlag. Videre kan det føre til at Utdanningsdirektoratet, Fylkesmannen og andre tilsynsmyndigheter, skoleeiere, skoleledere, lærere, foreldre og elever bruker eksamensdata på uheldige måter. Artikkelen konkluderer med at lovverk, forskrift og rammeverk for eksamen bør gjennomgås og endres til eksplisitt å uttrykke de rollene eksamen skal fylle og ikke. Slik kan man få et bedre utgangspunkt for å utvikle eksamensprøver og sikre hensiktsmessig bruk av eksamensresultater både nasjonalt og lokalt.

• Blömeke, Sigrid & Olsen, Rolf Vegar (2018). På vei mot et sammenhengende nasjonalt kvalitetsvurderingssystem. Acta didactica Norden.  ISSN 1504-9922.  12(4) . doi: http://dx.doi.org/10.5617/adno.6278 Fulltekst i vitenarkiv. Vis sammendrag

  Artikkelen presenterer de mest sentrale verktøyene for kvalitetsmonitorering som har blitt innført som en del av det «Nasjonale kvalitetsvurderingssystemet for grunnopplæringen» (de nasjonale prøvene, kartleggingsprøvene og elev-undersøkelsen), i all hovedsak ut fra et perspektiv om at dette er målinger som skal bidra med informasjon til skoler, skoleeiere og nasjonale beslutningstakere. Gjennom beskrivelsen legger vi et grunnlag for en drøfting av seks forhold som vi foreslår som spesielt viktige for å videreutvikle det nasjonale kvalitetsvurderingssystemet. Hovedkonklusjonen fra denne drøftingen er at norsk skole har utviklet mange målinger som hver for seg i stor grad har god kvalitet. Det legges imidlertid ikke til rette for en helhetlig analyseramme som gjør det mulig å se de ulike målingene i sammenheng med hverandre, og som i sterkere grad vektlegger et utviklingsperspektiv.

• Liaw, Yuan-Ling; Wu, Yuanyue; Rutkowski, David & Rutkowski, Leslie (2018). Evaluating PISA scales across Chinese economies. Asia Pacific Journal of Education.  ISSN 0218-8791.  38(3), s 432- 451 . doi: 10.1080/02188791.2018.1491388
• Nilsen, Trude & Blömeke, Sigrid (2018). Lærerkvalitet, undervisningskvalitet, -kvantitet og prestasjon: Analyser av TIMSS 2015 data i naturfag på barnetrinnet, I: Julius Kristjan Björnsson & Rolf Vegar Olsen (red.),  Tjue år med TIMSS og PISA i Norge: Trender og nye analyser.  Universitetsforlaget.  ISBN 978-82-15-03006-7.  3.  s 57 - 74
• Hoth, Jessica; Kaiser, Gabriele; Döhrmann, Martina; König, Johannes & Blömeke, Sigrid (2018). A situated approach to assess teachers‘ professional competencies using classroom videos, In Orly Buchbinder & Sebastian Kuntze (ed.),  Mathematics Teachers Engaging with Representations of Practice: A dynamically evolving field.  Springer Publishing Company.  ISBN 978-3-319-70593-4.  2.  s 23 - 45
• Döhrmann, Martina; Kaiser, Gabriele & Blömeke, Sigrid (2018). The Conception of Mathematics Knowledge for Teaching from an International Perspective: The Case of the TEDS-M Study, In Yeping Li & Rongjin Huang (ed.),  How Chinese Acquire and Improve Mathematics Knowledge for Teaching.  Brill Academic Publishers.  ISBN 978-94-6351-236-7.  4.  s 57 - 82
• Yang, Xinrong; Kaiser, Gabriele; König, Johannes & Blömeke, Sigrid (2018). Measuring Chinese teacher professional competence: adapting and validating a German framework in China. Journal of Curriculum Studies.  ISSN 0022-0272.  50(5), s 638- 653 . doi: 10.1080/00220272.2018.1502810
• Gustafsson, Jan-Eric & Blömeke, Sigrid (2018). Development of School Achievement in the Nordic Countries During Half a Century. Scandinavian Journal of Educational Research.  ISSN 0031-3831.  62(3), s 386- 406 . doi: 10.1080/00313831.2018.1434829 Fulltekst i vitenarkiv.
• Nilsen, Trude; Björnsson, Julius Kristjan & Olsen, Rolf Vegar (2018). Hvordan har likeverd i norsk skole endret seg de siste 20 årene?, I: Julius Kristjan Björnsson & Rolf Vegar Olsen (red.),  Tjue år med TIMSS og PISA i Norge: Trender og nye analyser.  Universitetsforlaget.  ISBN 978-82-15-03006-7.  7.  s 150 - 172 Vis sammendrag

  Likeverd er et viktig aspekt ved norsk skole, og forskjeller i prestasjoner knyttet til hjemmebakgrunn er små i Norge sett i et internasjonalt perspektiv. Likevel er det mye som tyder på at dette kanskje er i ferd med å endres. Denne studien ser på hvordan likeverd har endret seg i løpet av 20 år, og bruker data fra TIMSS (4. og 8. trinn) og PISA (10. trinn) fra 1995 til 2015. Prestasjonsforskjeller mellom skoler (variansen) er stigende gjennom perioden for to av de tre trinnene, men har en nedgang i siste runde i 2015. Samtidig viser det overordnede bildet at spredningen i prestasjoner synker, for så å øke i siste del av perioden. Dersom man sammenligner PISA og TIMSS når det gjelder sammenhengen mellom elevers hjemmebakgrunn og prestasjoner, er ikke mønsteret så tydelig. På 8. trinn i TIMSS har sammenhengen mellom hjemmebakgrunn og prestasjoner på skolenivå doblet seg. Den totale sammenhengen øker kun svakt i TIMSS i perioden, men er uendret i PISA.

• Olsen, Rolf Vegar & Blömeke, Sigrid (2018). Hva forklarer endringer i elevenes matematikkprestasjoner over tid?, I: Julius Kristjan Björnsson & Rolf Vegar Olsen (red.),  Tjue år med TIMSS og PISA i Norge: Trender og nye analyser.  Universitetsforlaget.  ISBN 978-82-15-03006-7.  6.  s 128 - 149 Vis sammendrag

  TIMSS-undersøkelsene har vist at norske elever på 4. og 8. trinn har hatt en framgang i matematikk- og naturfagprestasjoner siden 2003. Dette kom etter en tilsvarende stor tilbakegang fra 1995 til 2003. I dette kapitlet presenteres en analyse hvor endringen i gjennomsnittlig matematikkskår for 8. trinn fra 2003 til 2015 blir knyttet til endringer for 22 bakgrunnsvariabler. Generelt kan endringer i elevprestasjoner knyttes til flere fundamentalt ulike kilder: Sammensetningen av elevkohortene kan endre seg, undervisningens innhold og kvalitet kan endre seg, og sammenhengene mellom bakgrunnsfaktorer og prestasjoner i matematikk kan endre seg over tid. Gjennom å anvende Oaxaca-Blinder-dekomponering (OBD) kan slike mulige bidrag til framgangen separeres og tallfestes. Analysen gir ikke et entydig bidrag til å forstå den store framgangen. Et funn som kan framheves, er at faktorer knyttet til elevenes selvfølelse og trivsel framstår som viktige.

• Olsen, Rolf Vegar & Björnsson, Julius Kristjan (2018). Fødselsmåned og skoleprestasjoner, I: Julius Kristjan Björnsson & Rolf Vegar Olsen (red.),  Tjue år med TIMSS og PISA i Norge: Trender og nye analyser.  Universitetsforlaget.  ISBN 978-82-15-03006-7.  4.  s 76 - 93 Vis sammendrag

  I Norge går alle barn født det samme året på samme klassetrinn, med veldig få unntak. Dette betyr at forskjell i alder kan være bortimot tolv måneder på det samme trinnet. I idrett og utdanning viser eksisterende litteratur at generelt presterer de eldste på trinnet vesentlig bedre enn de yngste. Hensikten med denne studien er å bruke norske data fra TIMSS og PISA gjennom 20 år for å se om denne effekten (relativ alderseffekt – RAE) har endret seg over tid, og hvordan den varierer etter klassetrinn og alder. Studien bruker en såkalt regresjons-diskontinuitetsanalyse for å se på effekten over to klassetrinn, og resultatene indikerer at effekten er omtrent 60 % av effekten av et helt skoleår. RAE er to ganger større blant de yngste elevene (4. og 5. trinn) enn de eldste (8. og 9. trinn), men analysene viser at forholdet mellom effekten av et år på skolen og RAE er den samme i begge aldersgruppene. Resultatene er diskutert, og diverse implikasjoner av dem er omtalt.

• Olsen, Rolf Vegar & Björnsson, Julius Kristjan (2018). Tjue år med internasjonale skoleundersøkelser i Norge: Bakgrunn, læringspunkter og veien videre, I: Julius Kristjan Björnsson & Rolf Vegar Olsen (red.),  Tjue år med TIMSS og PISA i Norge: Trender og nye analyser.  Universitetsforlaget.  ISBN 978-82-15-03006-7.  1.  s 12 - 34 Vis sammendrag

  TIMSS 1995 kan regnes som den første internasjonale undersøkelsen av sitt slag, og i de mer enn 20 årene som har gått, har vi sett en framvekst av flere og mer varierte internasjonale undersøkelser. I dette kapitlet gir vi en bakgrunn for resten av boka ved å beskrive noen typiske kjennetegn ved de internasjonale undersøkelsene, og vi beskriver hvordan disse undersøkelsene spesielt legger til rette for to typer sammenlikninger – mellom land og over tid; to referanserammer som på hver sine måter gir nyttige linser for å tolke resultater. Vi presenterer også det vi mener er de mest sentrale funnene for norsk skole gjennom disse 20 årene, og på tvers av de ulike undersøkelsene. Sammenlikninger over tid viser at norsk skole har vært preget av en nedgang etterfulgt av en oppgang, og vi ser at læringsmiljø og skoleklima rapporteres å være betydelig bedre enn tidligere. Sammenlikninger med andre viser at norsk skole er preget av relativt små forskjeller: mellom skoler, mellom kjønn (med lesing som unntak) og mellom elever med ulik hjemmebakgrunn. Vi avrunder kapitlet med å foreslå hvordan undersøkelsene kan endre design for å styrke gyldigheten til sammenlikninger innenfor begge disse to referanserammene.

• Pankow, Lena; Kaiser, Gabriele; König, Johannes & Blömeke, Sigrid (2018). Perception of student errors under time limitation: are teachers faster than mathematicians or students?. ZDM: Mathematics Education.  ISSN 1863-9690.  50(4), s 631- 642 . doi: 10.1007/s11858-018-0945-1 Fulltekst i vitenarkiv.
• Liu, Yanlou; Andersson, Björn Håkan; Tao, Xin; Zhang, Haiyan & Wang, Lingling (2018). Improved Wald Statistics for Item-Level Model Comparison in Diagnostic Classification Models. Applied Psychological Measurement.  ISSN 0146-6216. . doi: 10.1177/0146621618798664
• Nilsen, Trude; Scherer, Ronny & Blömeke, Sigrid (2018). The relation of science teachers' quality and instruction to student motivation and achievement in the 4th and 8th grade: A Nordic perspective, In Nordic Council of Ministers (ed.),  Northern Lights on TIMSS and PISA 2018.  Nordic Council of Ministers:.  ISBN 978-92-893-5565-0.  Chapter 3.  s 61 - 94
• Brinchmann, Ellen Iren; Braeken, Johan & Lyster, Solveig-Alma Halaas (2018). Is there a direct relation between the development of vocabulary and grammar?. Developmental Science.  ISSN 1363-755X.  s 1- 13 . doi: 10.1111/desc.12709 Fulltekst i vitenarkiv.
• Yang, Xinrong; Kaiser, Gabriele; König, Johannes & Blömeke, Sigrid (2018). Professional Noticing of Mathematics Teachers: a Comparative Study Between Germany and China. International Journal of Science and Mathematics Education.  ISSN 1571-0068.  s 1- 21 . doi: 10.1007/s10763-018-9907-x Fulltekst i vitenarkiv.
• Paap, Muirne C. S.; Kroeze, Karel A.; Glas, Cees A.W.; Terwee, Caroline B.; van der Palen, Job & Veldkamp, Bernard P (2018). Measuring Patient-Reported Outcomes Adaptively: Multidimensionality Matters!. Applied Psychological Measurement.  ISSN 0146-6216.  42(5), s 327- 342 . doi: 10.1177/0146621617733954 Fulltekst i vitenarkiv.
• Schlesinger, Lena; Jentsch, Armin; Kaiser, Gabriele; König, Johannes & Blömeke, Sigrid (2018). Subject-specific characteristics of instructional quality in mathematics education. ZDM: Mathematics Education.  ISSN 1863-9690.  50(3), s 475- 490 . doi: 10.1007/s11858-018-0917-5
• Karay, Yassin & Schauber, Stefan Kilian (2018). A validity argument for progress testing: Examining the relation between growth trajectories obtained by progress tests and national licensing examinations using a latent growth curve approach. Medical Teacher.  ISSN 0142-159X.  40(11), s 1123- 1129 . doi: 10.1080/0142159X.2018.1472370 Fulltekst i vitenarkiv. Vis sammendrag

  Background: Progress testing is a longitudinal assessment that aims at tracking students' development of knowledge. This approach is used in many medical schools internationally. Although progress tests are longitudinal in nature, and their focus and use of developmental aspects is a key advantage, individual students’ learning trajectories themselves play, to date, only a minor role in the use of the information obtained through progress testing. Methods: We investigate in how far between-person differences in initial levels of performance and within-person rate of growth can be regarded as distinct components of students’ development and analyze the extent to which these two components are related to performances on national licensing examinations using a latent growth curve model. Results: Both, higher initial levels of performances and steepness of growth are positively related to long-term outcomes as measured by performance on national licensing examinations. We interpret these findings as evidence for progress tests’ suitability to monitor students’ growth of knowledge across the course of medical training. Conclusions: This study indicates that individual development as obtained by formative progress tests is related to performance in high-stakes assessments. Future studies may put more focus on the use of between-persons differences in growth of knowledge.

• Eliassen, Erik; Zachrisson, Henrik Daae & Melhuish, Edward (2018). Is cognitive development at three years of age associated with ECEC quality in Norway?. European Early Childhood Education Research Journal.  ISSN 1350-293X.  26(1), s 97- 110 . doi: 10.1080/1350293X.2018.1412050 Fulltekst i vitenarkiv.
• Scherer, Ronny & Guttersrud, Øystein (2018). Observing the World Through Your Own Lenses – The Role of Perceived Adaptability for Epistemological Beliefs About the Development of Scientific Knowledge. Frontiers in Psychology.  ISSN 1664-1078.  9 . doi: 10.3389/fpsyg.2018.01006 Fulltekst i vitenarkiv.
• Gao, Yizhu; Zhai, Xiaoming; Andersson, Björn Håkan; Zeng, Pingfei & Xin, Tao (2018). Developing a Learning Progression of Buoyancy to Model Conceptual Change: A Latent Class and Rule Space Model Analysis. Research in Science Education.  ISSN 0157-244X.  s 1- 20 . doi: 10.1007/s11165-018-9736-5 Fulltekst i vitenarkiv.
• Daus, Stephan; Nilsen, Trude & Braeken, Johan (2018). Exploring content knowledge: Country profile of science strengths and weaknesses in TIMSS. Possible implications for educational professionals and science research.. Scandinavian Journal of Educational Research.  ISSN 0031-3831.  s 1- 19 . doi: 10.1080/00313831.2018.1478882 Fulltekst i vitenarkiv. Vis sammendrag

  This study offers curriculum developers, teachers and science education researchers a fine-grained profile on strengths and weaknesses in specific science domains and topics. The study involved a representative sample of 3844 Norwegian pupils in grade 8. Their responses on 216 TIMSS items in 18 topics from 4 science domains were modelled in a hierarchical item response model. An internal comparison identified topics that were relatively harder or easier compared to other topics for the Norwegian pupils, and an external comparison identified topics that were relatively harder or easier for the Norwegian pupils compared with the average of TIMSS participating countries. Interpretation of the profile necessitates contextualisation; hence, these strengths and weaknesses as well as their plausible explanations and possible implications are discussed from the perspectives of curriculum development, teacher training and science education research.

• Teig, Nani; Scherer, Ronny & Nilsen, Trude (2018). More isn't always better: The curvilinear relationship between inquiry-based teaching and student achievement in science. Learning and Instruction.  ISSN 0959-4752.  56, s 20- 29 . doi: 10.1016/j.learninstruc.2018.02.006 Vis sammendrag

  Previous studies have assumed a linear relationship between inquiry-based teaching and student achievement in science. However this assumption may be questionable. Recent evidence on the effectiveness of inquiry-based teaching has yielded conflicting findings. To test the linearity assumption, the present study investigated the relation between inquiry-based teaching and achievement by taking into account the possible existence of nonlinear relations using Norwegian TIMSS 2015 data. A multilevel structural equation modeling analysis showed that the relationship was curvilinear. Inquiry-based teaching was positively correlated with achievement, but high frequency of inquiry activities was negatively related to achievement. Furthermore, we found that classroom SES did not affect the strength of the relationship between inquiry and achievement. These findings challenge the linearity assumption and contribute to explaining the conflicting evidence in earlier research as well as promote the effectiveness of inquiry-based teaching regardless of students’ socioeconomic backgrounds.

• Daus, Stephan & Braeken, Johan (2018). The sensitivity of TIMSS country rankings in science achievement to differences in opportunity to learn at classroom level. Large-scale Assessments in Education.  ISSN 2196-0739.  6(1) . doi: 10.1186/s40536-018-0054-1 Fulltekst i vitenarkiv. Vis sammendrag

  Background Fair comparisons of educational systems in large-scale assessments can be made only if the differences in curricula have little impact on the outcomes. This study investigated the sensitivity of science achievement rankings to varying degrees of curriculum implementation in the Trends in International Mathematics and Science Study (TIMSS). Methods Country-specific teacher-reported curriculum implementation profiles across the TIMSS science domains were charted including their within-country variability across the classrooms for 33 participating countries of TIMSS 2015. A sensitivity test compared the original ranking to TIMSS curriculum implementation scenarios (a least-possible, a most-possible, and more realistic country-specific median implementation). Results In contrast to expectations, no support was found for a positive relationship between opportunity to learn and science achievement at the between-country level or the within-country level, with only minor exceptions. The sensitivity analysis under different curriculum implementation scenarios also suggests little impact on the rank order of the countries. Conclusions Plausible explanations for this null finding are addressed; attention and research efforts should focus on improving the quality of curriculum implementation indicators in large-scale assessments.

• Arnesen, Anne; Braeken, Johan; Ogden, Terje & Melby-Lervåg, Monica (2018). Assessing Children’s Social Functioning and Reading Proficiency: A Systematic Review of the Quality of Educational Assessment Instruments Used in Norwegian Elementary Schools. Scandinavian Journal of Educational Research.  ISSN 0031-3831.  s 1- 26 . doi: 10.1080/00313831.2017.1420685 Fulltekst i vitenarkiv.
• Greiff, Samuel & Scherer, Ronny (2018). Complex Problem Solving and Its Position in the Wider Realm of the Human Intellect. Journal of Intelligence.  ISSN 2079-3200.  6(5) . doi: 10.3390/jintelligence6010005 Fulltekst i vitenarkiv.
• Tesema, Melaku Tesfa & Braeken, Johan (2018). Regional inequalities and gender differences in academic achievement as a function of educational opportunities: Evidence from Ethiopia. International Journal of Educational Development.  ISSN 0738-0593.  60, s 51- 59 . doi: 10.1016/j.ijedudev.2017.10.023 Fulltekst i vitenarkiv.

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• Björnsson, Julius Kristjan & Olsen, Rolf Vegar (red.) (2018). Tjue år med TIMSS og PISA i Norge: Trender og nye analyser. Universitetsforlaget.  ISBN 978-82-15-03006-7.  224 s.

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• 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.
• Ræder, Henrik Galligani; Andersson, Björn; Blömeke, Sigrid & Olsen, Rolf Vegar (2018). Development of Numeracy Proficiency in Primary and Lower Secondary School.
• Kluge, Anders; Dolonen, Jan Arild; Scherer, Ronny & Ludvigsen, Sten Runar (2018). Testing and Teaching Critical Thinking and Problem Solving in a Changing World. Summative report from the PROBE-project: Critical thinking and problem-solving skills in a changing world. An approach to the design of classroom-based assessment and teaching.
• Reis Costa, Denise (2018). LOGANShiny: an app for illustrating the analysis of log-file data in International Large-scale Assessments. [www ].
• Reis Costa, Denise (2018). Exploring Log Files in International Large-scale Assessments: Methods, Practices and Tools.
• Reis Costa, Denise & Eklöf, Hanna (2018). Test-taking Motivation in International Surveys: an IRT Approach.
• Tesema, Melaku Tesfa (2018). Gender Differences for STEM Achievement and Enrolment in Ethiopian Higher Education.
• Olsen, Rolf Vegar; Tveit, Sverre & Björnsson, Julius Kristjan (2018). Nasjonale prøver og eksamener i norsk og svensk grunnopplæring. Acta didactica Norden.  ISSN 1504-9922.  12(4) . doi: http://dx.doi.org/10.5617/adno.6647
• Andresen, Øystein Næss & Smestad, Trine (2018). Fødselsmåned påvirker skoleprestasjoner. Forskning.no.  ISSN 1891-635X.
• Daus, Stephan; Stancel-Piatak, Agnes & Braeken, Johan (2018). Instructional sensitivity of the TIMSS items and test to Norwegian science education instruction.
• Van Laar, Saskia & Braeken, Johan (2018). Measurement Invariance in Within-Group Designs.
• Van Laar, Saskia & Braeken, Johan (2018). Measurement Invariance in Within-Subjects Designs.
• Daus, Stephan (2018). Out of tune: Can we hear a bas(i)s for Norway’s decision to move its tested populations one grade up in TIMSS?.
• Scherer, Ronny; Siddiq, Fazilat & Sánchez Viveros, Bárbara (2018). Technology and the Mind: Does Learning to Code Improve Cognitive Skills?. Proceedings / ACM Multimedia Conference. . doi: 10.1145/3183654.3183658 Vis sammendrag

  Modern technology permeates almost every area in society and thus necessitates the development of new skillsets--including computer coding. Many leaders around the world consequently encourage students to learn to code, as this may help them to develop other skills, including problem solving, reasoning, and numeracy. The current study, based on a meta-analysis, puts to test this largely accepted claim that learning how to code improves other cognitive skills. We identified 105 relevant studies that examined the transfer of coding skills to other cognitive skills, such as reasoning, problem solving, creativity, literacy, and numeracy. These studies provided more than 150 effect sizes and followed experimental and quasi-experimental designs across all educational levels. A three-level random-effects model was specified to the resultant dataset to summarize the transfer effects. Hedges' g formed the basis for this modelling approach. The aggregated size of the transfer effects--independent of the context of transfer--was positive and mediocre (g = 0.49, 95% CI = [0.37, 0.61]), and showed considerable variation within and between studies. At the same time, this effect differed across transfer contexts--for skills closer to computer coding, effects were larger (near transfer) than for skills that overlap only marginally with coding (far transfer). Moreover, the purpose of coding moderated the overall effects. Our response to the question whether learning to code improves other cognitive skills is positive: Indeed, positive transfer effects can be detected. Nevertheless, learning to code has differential rather than uniform effects on other cognitive skills.

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