Our latest publications

• 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
• 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. . doi: 10.1111/desc.12709
• 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
• 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
• 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. . doi: https://doi.org/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
• 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
• 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
• 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. . doi: 10.1080/00313831.2018.1478882 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.

• Liu, Yanlou; Xin, Tao; Andersson, Bjørn & Tian, Wei (2018). Information matrix estimation procedures for cognitive diagnostic models. British Journal of Mathematical & Statistical Psychology.  ISSN 0007-1102. . doi: 10.1111/bmsp.12134
• 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 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. . 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.
• Scherer, Ronny; Tondeur, Jo; Siddiq, Fazilat & Baran, Evrim (2018). The importance of attitudes toward technology for pre-service teachers' technological, pedagogical, and content knowledge: Comparing structural equation modeling approaches. Computers in Human Behavior.  ISSN 0747-5632.  80, s 67- 80 . doi: 10.1016/j.chb.2017.11.003 Fulltekst i vitenarkiv.
• Blömeke, Sigrid; Thiel, Oliver & Jenssen, Lars (2018). BEFORE, DURING AND AFTER EXAMINATION: DEVELOPMENT OF PROSPECTIVE PRESCHOOL TEACHERS’ MATHEMATICS-RELATED ENJOYMENT AND SELF-EFFICACY. Scandinavian Journal of Educational Research.  ISSN 0031-3831. . doi: 10.1080/00313831.2017.1402368 Fulltekst i vitenarkiv.
• Nerstad, Christina G. L.; Rosalind, Searle; Černe, Matej; Dysvik, Anders; Škerlavaj, Miha & Scherer, Ronny (2018). Perceived Mastery Climate, Felt Trust, and Knowledge Sharing. Journal of Organizational Behavior.  ISSN 0894-3796.  39(4), s 429- 447 . doi: 10.1002/job.2241 Vis sammendrag

  Interpersonal trust is associated with a range of adaptive outcomes, including knowledge sharing. However, to date, our knowledge of antecedents and consequences of employees feeling trusted by supervisors in organizations remains limited. On the basis of a multisource, multiwave field study among 956 employees from 5 Norwegian organizations, we examined the predictive roles of perceived mastery climate and employee felt trust for employees' knowledge sharing. Drawing on the achievement goal theory, we develop and test a model to demonstrate that when employees perceive a mastery climate, they are more likely to feel trusted by their supervisors at both the individual and group levels. Moreover, the relationship between employees' perceptions of a mastery climate and supervisor‐rated knowledge sharing is mediated by perceptions of being trusted by the supervisor. Theoretical contributions and practical implications of our findings are discussed.

• Kjøbli, John; Zachrisson, Henrik Daae & Bjørnebekk, Gunnar (2018). Three Randomized Effectiveness Trials — One Question: Can Callous-Unemotional Traits in Children Be Altered?. Journal of Clinical Child & Adolescent Psychology.  ISSN 1537-4416.  47(3), s 436- 443 . doi: 10.1080/15374416.2016.1178123
• Gess, Christoph; Wessels, Ina & Blömeke, Sigrid (2017). Domain-specificity of research competencies in the social sciences: Evidence from differential item functioning. Journal for Educational Research Online.  ISSN 1866-6671.  9(2), s 11- 36
• Soe-Agnie, S.E.; Paap, Muirne C. S.; VanDerNagel, J.E.L.; Nijman, H.J.M. & de Jong, C.A.J. (2017). The generalizability of the structure of substance abuse and antisocial behavioral syndromes: A systematic review. Psychiatry Research.  ISSN 0165-1781.  259, s 412- 421 . doi: 10.1016/j.psychres.2017.11.007
• Matta, Tyler; Flournoy, John & Byrne, Michelle (2017). Making an unknown unknown a known unknown: Missing data in longitudinal neuroimaging studies. Developmental Cognitive Neuroscience.  ISSN 1878-9293. . doi: https://doi.org/10.1016/j.dcn.2017.10.001 Vis sammendrag

  The analysis of longitudinal neuroimaging data within the massively univariate framework provides the opportunity to study empirical questions about neurodevelopment. Missing outcome data are an all-to-common feature of any longitudinal study, a feature that, if handled improperly, can reduce statistical power and lead to biased parameter estimates. The goal of this paper is to provide conceptual clarity of the issues and non-issues that arise from analyzing incomplete data in longitudinal studies with particular focus on neuroimaging data. This paper begins with a review of the hierarchy of missing data mechanisms and their relationship to likelihood-based methods, a review that is necessary not just for likelihood-based methods, but also for multiple-imputation methods. Next, the paper provides a series of simulation studies with designs common in longitudinal neuroimaging studies to help illustrate missing data concepts regardless of interpretation. Finally, two applied examples are used to demonstrate the sensitivity of inferences under different missing data assumptions and how this may change the substantive interpretation. The paper concludes with a set of guidelines for analyzing incomplete longitudinal data that can improve the validity of research findings in developmental neuroimaging research.

• Paap, Muirne C. S.; Braeken, Johan; Pedersen, Geir Feigum; Urnes, Øyvind; Karterud, Sigmund; Wilberg, Theresa & Hummelen, Benjamin (2017). A Psychometric Evaluation of the DSM-IV Criteria for Antisocial Personality Disorder: Dimensionality, Local Reliability, and Differential Item Functioning Across Gender. Assessment (Odessa, Fla.).  ISSN 1073-1911. . doi: 10.1177/1073191117745126 Fulltekst i vitenarkiv.
• Petitclerc, Amelie; Côtè, Sylvana; Doyle, Orla; Burchinal, Margaret; Herba, Catherine; Zachrisson, Henrik Daae; Boivin, Michel; Tremblay, Richard E.; Tiemeier, Henning; Jaddoe, Vincent W. & Raat, Hein (2017). Who uses early childhood education and care services? Comparing socioeconomic selection across five western policy contexts. International Journal of Child Care and Education Policy.  ISSN 1976-5681.  11(3) . doi: 10.1186/s40723-017-0028-8
• Cook, Kyle DeMeo; Dearing, Eric & Zachrisson, Henrik Daae (2017). Information Sharing between Teachers and Early Education Programs during School Entry in Norway: Associations with Children's School Adjustment and Success in the First Year. International Journal of Child Care and Education Policy.  ISSN 1976-5681.  11(14) . doi: 10.1186/s40723-017-0039-5
• Pettersen, Andreas & Braeken, Johan (2017). Mathematical Competency Demands of Assessment Items: a Search for Empirical Evidence. International Journal of Science and Mathematics Education.  ISSN 1571-0068.  s 1- 21 . doi: 10.1007/s10763-017-9870-y Fulltekst i vitenarkiv.
• Hall, Ruby A.S.; Hoffenkamp, Hannah N.; Braeken, Johan; Tooten, Anneke; Vingerhoets, Ad J.J.M. & van Bakel, Hedwig J.A. (2017). Maternal psychological distress after preterm birth: Disruptive or adaptive?. Infant Behavior and Development.  ISSN 0163-6383.  49, s 272- 280 . doi: 10.1016/j.infbeh.2017.09.012 Fulltekst i vitenarkiv.
• Blömeke, Sigrid; Hoth, Jessica & Kaiser, Gabriele (2017). Langtidseffekter av skolegang og lærerutdanning på småskolelæreres kompetanseutvikling :. Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge.  ISSN 1504-9922.  11(3), s 19 . doi: 10.5617/adno.4537
• Paap, Muirne C. S.; Kroeze, Karel A.; Terwee, Caroline B; van der Palen, Job & Veldkamp, Bernard P (2017). Item usage in a multidimensional computerized adaptive test (MCAT) measuring health-related quality of life. Quality of Life Research.  ISSN 0962-9343.  26(11), s 2909- 2918 . doi: 10.1007/s11136-017-1624-3
• Engelhardt, Lena; Goldhammer, Frank; Naumann, Justus D & Frey, Andreas (2017). Experimental validation strategies for heterogeneous computer-based assessment items. Computers in Human Behavior.  ISSN 0747-5632.  76, s 683- 692 . doi: 10.1016/j.chb.2017.02.020
• McNeish, Daniel & Matta, Tyler (2017). Differentiating between mixed-effects and latent-curve approaches to growth modeling. Behavior Research Methods.  ISSN 1554-351X.  s 1- 17 . doi: 10.3758/s13428-017-0976-5
• Helland-Riise, Fredrik & Martinussen, Monica (2017). Måleegenskaper ved de norske versjonene av Ravens matriser [Standard Progressive Matrices (SPM)/Coloured Progressive Matrices (CPM)]. PsykTestBARN.  ISSN 1893-9910.  7(2), s 1- 21 Vis sammendrag

  Ravens matriser består av flere varianter der Coloured Progressive Matrices (CPM) (5–11 år) og Standard Progressive Matrices (SPM) (8–65 år) kan anvendes for barn og unge. Testen ble utviklet av John C. Raven, og SPM ble først publisert i 1938, mens CPM-versjonen ble publisert i 1998. Testen er ment å måle non-verbal intelligens eller evne til abstrakt resonnering ved at barnet skal finne systemet bak hvordan ulike geometriske figurer er satt opp. Begge versjonene av Raven har oppgaver med økende vanskelighetsgrad organisert i ulike sett. Testen skåres ved at antallet riktige svar summeres opp til en totalskår. Dette kan konverteres til prosentiler basert på normtabellene i manualene. Testen administreres vanligvis uten tidsbegrensning for barn og unge, og det stilles krav om at de som skal anvende testen er sertifisert for å anvende evnetester eller er psykologer. Pearson Assessment har rettighetene til salg og distribusjon av testen i Skandinavia og internasjonalt (pearsonassessment.no). Til sammen ble 15 norske og 24 svenske/danske artikler inkludert i oppsummeringen. Ingen av disse var rene psykometriske studier, men stort sett studier der Raven ble brukt for å måle intelligens enten som utkommevariabel, kontrollvariabel eller for å beskrive gruppen. Litt under halvparten av studiene var basert på kliniske grupper (for eksempel autisme, epilepsi eller døve), men de øvrige studiene var basert på skolebarn fra 5–16 (SPM) og 5–7 (CPM) år. Ingen av studiene hadde gjennomført adekvate studier av testens reliabilitet og det er heller ikke gjennomført normstudier basert på norske eller svensk/danske utvalg. Resultatene fra studiene støtter begrepsvaliditeten til testen som et godt mål på abstrakt resonneringsevne ved generelt høye korrelasjoner med andre kognitive tester. Konklusjon. Det er god dokumentasjon på testens begrepsvaliditet, men det mangler studier av testens reliabilitet basert på norske eller svenske/danske utvalg. Det er heller ikke normstudier fra Skandinavia, noe som er problematisk ved klinisk bruk av testen.

• Hjetland, Hanne Næss; Brinchmann, Ellen Iren; Scherer, Ronny & Melby-Lervåg, Monica (2017). Preschool predictors of later reading comprehension ability: a systematic review. Campbell systematic reviews.  ISSN 1891-1803.  14 . doi: 10.4073/csr.2017.14 Fulltekst i vitenarkiv.
• Lund, Terese J.; Dearing, Eric & Zachrisson, Henrik Daae (2017). Is affluence a risk for adolescents in Norway?. Journal of Research on Adolescence.  ISSN 1050-8392.  27(3), s 628- 643 . doi: 10.1111/jora.12304 Fulltekst i vitenarkiv.
• Breinegaard, Nina; Rabe-Hesketh, Sophia & Skrondal, Anders (2017). Pairwise residuals and diagnostic tests for misspecified dependence structures in models for binary longitudinal data. Statistics in Medicine.  ISSN 0277-6715.  37(3), s 343- 353 . doi: 10.1002/sim.7512
• Rutkowski, Leslie (2017). Design considerations for planned missing auxiliary data in a latent regression context. Psychological Test and Assessment Modeling.  ISSN 2190-0493.  59(1), s 55- 70
• Svetina, Dubravka & Rutkowski, Leslie (2017). Multidimensional measurement invariance in an international context: Fit measure performance with many groups. Journal of Cross-Cultural Psychology.  ISSN 0022-0221.  48(7), s 991- 1008 . doi: 10.1177/0022022117717028
• Rutkowski, David; Rutkowski, Leslie; Wild, J. & Burroughs, N. (2017). Poverty and educational achievement in the U.S.: A less biased estimate using PISA 2012 data. Journal of Children and Poverty.  ISSN 1079-6126. . doi: 10.1080/10796126.2017.1401898
• Rutkowski, David (2017). Improving international assessment through evaluation. Assessment in education : Principles, Policy & Practice.  ISSN 0969-594X.  25(1), s 126- 136 . doi: 10.1080/0969594X.2017.1300572
• Kramer, Charlotte; König, Johannes; Kaiser, Gabriele; Ligtvoet, Rudy & Blömeke, Sigrid (2017). Der Einsatz von Unterrichtsvideos in der universitären Ausbildung: Zur Wirksamkeit video- und transkriptgestützter Seminare zur Klassenführung auf pädagogisches Wissen und situationsspezifische Fähigkeiten angehender Lehrkräfte. Zeitschrift für Erziehungswissenschaft.  ISSN 1434-663X.  20, s 137- 164 . doi: 10.1007/s11618-017-0732-8 Fulltekst i vitenarkiv.
• Blömeke, Sigrid; Jenssen, Lars; Grassmann, Marianne; Dunekacke, Simone & Wedekind, Hartmut (2017). Process mediates structure: Relation of preschool teacher education to preschool teachers’ knowledge. Journal of Educational Psychology.  ISSN 0022-0663.  109, s 338- 354 . doi: 10.1037/edu0000147 Fulltekst i vitenarkiv.
• Blömeke, Sigrid & Kaiser, Gabriele (2017). Understanding the development of teachers’ professional competencies as personally, situationally and socially determined, In Jean Clandinin & Jukka Husu (ed.),  The SAGE Handbook of Research on Teacher Education.  Sage Publications.  ISBN 978-1473925090.  45.  s 783 - 802 Fulltekst i vitenarkiv.
• Blömeke, Sigrid (2017). Assuring Quality in Competence Assessments: The Value Added of Applying Different Assessment Approaches to Professional Education, In Martin Mulder (ed.),  Competence-based Vocational and Professional Education: Bridging the Worlds of Work and Education.  Springer.  ISBN 978-3-319-41713-4.  29.  s 631 - 648
• Blömeke, Sigrid (2017). Modelling teachers’ professional competence as a multi-dimensional construct, In Sonia Guerriero (ed.),  Pedagogical Knowledge and the Changing Nature of the Teaching Profession.  OECD Publishing.  ISBN 978-92-6427068-8.  5.  s 119 - 135
• Bøe, Tormod; Dearing, Eric; Stormark, Kjell Morten & Zachrisson, Henrik Daae (2017). Subjective economic status in adolescence: determinants and associations with mental health in the Norwegian Youth@ Hordaland Study. Journal of Family and Economic Issues.  ISSN 1058-0476.  Published ahead of print, s 1- 14 . doi: 10.1007/s10834-017-9553-4 Fulltekst i vitenarkiv.
• Bøe, Tormod; Skogen, Jens Christoffer; Sivertsen, Børge; Hysing, Mari; Petrie, Keith James; Dearing, Eric & Zachrisson, Henrik Daae (2017). Economic volatility in childhood and subsequent adolescent mental health problems: a longitudinal populationbased study of adolescents. BMJ Open.  ISSN 2044-6055.  7(9) . doi: 10.1136/bmjopen-2017-017030 Fulltekst i vitenarkiv.
• Blömeke, Sigrid; Dunekacke, Simone & Jenssen, Lars (2017). Cognitive, educational and psychological determinants of prospective preschool teachers’ beliefs. European Early Childhood Education Research Journal.  ISSN 1350-293X.  25(6), s 885- 903 . doi: 10.1080/1350293X.2017.1380885 Fulltekst i vitenarkiv.
• Blömeke, Sigrid; Houang, Richard T.; Hsieh, Feng-Jui & Wang, Ting-Ying (2017). Effects of Job Motives, Teacher Knowledge and School Context on Beginning Teachers’ Commitment to Stay in the Profession: A Longitudinal Study in Germany, Taiwan and the United States., In Motoko Akiba & Gerald K. LeTendre (ed.),  International Handbook of Teacher Quality and Policy.  Routledge.  ISBN 978-1138890770.  23. Fulltekst i vitenarkiv.
• Dearing, Eric & Zachrisson, Henrik Daae (2017). Concern Over Internal, External, and Incidence Validity in Studies of Child-Care Quantity and Externalizing Behavior Problems. Child Development Perspectives.  ISSN 1750-8592.  11(2), s 133- 138 . doi: 10.1111/cdep.12224
• Lotz, Christin; Scherer, Ronny; Greiff, Samuel & Sparfeldt, J. R. (2017). Intelligence in action – Effective strategic behaviors while solving complex problems. Intelligence.  ISSN 0160-2896.  64, s 98- 112 . doi: 10.1016/j.intell.2017.08.002 Fulltekst i vitenarkiv.
• Greiff, Samuel; Scherer, Ronny & Kirschner, Paul A. (2017). Some critical reflections on the special issue: Current innovations in computer-based assessments. Computers in Human Behavior.  ISSN 0747-5632.  76, s 715- 718 . doi: 10.1016/j.chb.2017.08.019 Fulltekst i vitenarkiv.
• Tondeur, Jo; Scherer, Ronny; Siddiq, Fazilat & Baran, Evrim (2017). A comprehensive investigation of TPACK within pre-service teachers' ICT profiles: Mind the gap!. Australasian Journal of Educational Technology.  ISSN 1449-5554.  33(3), s 46- 60 . doi: 10.14742/ajet.3504 Fulltekst i vitenarkiv.
• Scherer, Ronny & Siddiq, Fazilat (2017). Revealing the processes of students' interaction with a novel collaborative problem solving task: An in-depth analysis of think-aloud protocols. Computers in Human Behavior.  ISSN 0747-5632.  76, s 509- 525 . doi: 10.1016/j.chb.2017.08.007 Fulltekst i vitenarkiv.
• Scherer, Ronny & Hatlevik, Ove Edvard (2017). "Sore eyes and distracted" or "excited and confident"? – The role of perceived negative consequences of using ICT for perceived usefulness and self-efficacy. Computers & Education.  ISSN 0360-1315.  115, s 188- 200 . doi: 10.1016/j.compedu.2017.08.003 Fulltekst i vitenarkiv.
• Martinkova, Patricia; Drabinova, Adela; Liaw, Yuan-Ling; Sanders, Elizabeth A.; McFarland, Jenny L. & Price, Rebecca M. (2017). Checking equity: Why differential item functioning analysis should be a routine part of developing conceptual assessments. CBE - Life Sciences Education.  ISSN 1931-7913.  16(2) . doi: 10.1187/cbe.16-10-0307
• Ribeiro, Luisa A; Zachrisson, Henrik Daae & Dearing, Eric (2017). Peer effects on the development of language skills in Norwegian childcare centers. Early Childhood Research Quarterly.  ISSN 0885-2006.  41, s 1- 12 . doi: 10.1016/j.ecresq.2017.05.003
• Hoth, Jessica; Kaiser, Gabriele; Busse, Andreas; Döhrmann, Martina; König, Johannes & Blömeke, Sigrid (2017). Professional competences of teachers for fostering creativity and supporting high-achieving students. ZDM: Mathematics Education.  ISSN 1863-9690.  49(1), s 107- 120 . doi: 10.1007/s11858-016-0817-5 Fulltekst i vitenarkiv.
• Scherer, Ronny (2017). The Quest for the Holy Grail of Validity in Science Assessments: A Comment on Kampa and Köller (2016) “German National Proficiency Scales in Biology: Internal Structure, Relations to General Cognitive Abilities and Verbal Skills”. Science Education.  ISSN 0036-8326.  101(5), s 845- 853 . doi: 10.1002/sce.21278 Fulltekst i vitenarkiv.
• Greiff, Samuel; Scheiter, Katharina; Scherer, Ronny; Borgonovi, Francesca; Britt, M. Anne; Graesser, Arthur C.; Kitajima, Muneo & Rouet, Jean-François (2017). Adaptive problem solving - Moving towards a new assessment domain in the second cycle of PIAAC. OECD Education Working Papers.  ISSN 1993-9019. . doi: 10.1787/90fde2f4-en
• Hatlevik, Ove Edvard; Scherer, Ronny & Christophersen, Knut-Andreas (2017). Moving beyond the study of gender differences: An analysis of measurement invariance and differential item functioning of an ICT literacy scale. Computers & Education.  ISSN 0360-1315.  113, s 280- 293 . doi: 10.1016/j.compedu.2017.06.003 Fulltekst i vitenarkiv.
• Heitmann, Patricia; Hecht, Martin; Scherer, Ronny & Schwanewedel, Julia (2017). "Learning science is about facts and language learning is about being discursive" - An empirical investigation of students' disciplinary beliefs in the context of argumentation. Frontiers in Psychology.  ISSN 1664-1078.  8(946), s 1- 16 . doi: 10.3389/fpsyg.2017.00946 Fulltekst i vitenarkiv. Vis sammendrag

  Argumentation is considered crucial in numerous disciplines in schools and universities because it constitutes an important proficiency in peoples' daily and professional lives. However, it is unclear whether argumentation is understood and practiced in comparable ways across disciplines. This study consequently examined empirically how students perceive argumentation in science and (first) language lessons. Specifically, we investigated students' beliefs about the relevance of discourse and the role of facts. Data from 3,258 high school students from 85 German secondary schools were analyzed with multigroup multilevel structural equation modeling in order to disentangle whether or not differences in argumentation across disciplines exist and the extent to which variation in students' beliefs can be explained by gender and school track. Results showed that students perceived the role of facts as highly relevant for science lessons, whereas discursive characteristics were considered significantly less important. In turn, discourse played a central role in language lessons, which was believed to require less knowledge of facts. These differences were independent of students' gender. In contrast, school track predicted the differences in beliefs significantly. Our findings lend evidence on the existence of disciplinary school cultures in argumentation that may be the result of differences in teachers' school-track-specific classroom practice and education. Implications in terms of a teacher's role in establishing norms for scientific argumentation as well as the impact of students' beliefs on their learning outcomes are discussed.

• Scherer, Ronny; Tondeur, Jo & Siddiq, Fazilat (2017). On the quest for validity: Testing the factor structure and measurement invariance of the technology-dimensions in the Technological, Pedagogical, and Content Knowledge (TPACK) model. Computers & Education.  ISSN 0360-1315.  112, s 1- 17 . doi: 10.1016/j.compedu.2017.04.012 Fulltekst i vitenarkiv.
• Strietholt, Rolf & Scherer, Ronny (2017). The Contribution of International Large-Scale Assessments to Educational Research: Combining Individual and Institutional Data Sources. Scandinavian Journal of Educational Research.  ISSN 0031-3831. . doi: 10.1080/00313831.2016.1258729 Fulltekst i vitenarkiv.
• Zachrisson, Henrik Daae; Dearing, Eric; Blömeke, Sigrid & Moser, Thomas (2017). What levels the playing field for socioeconomically disadvantaged children in the Norwegian ECEC model?, In Hans-Peter Blossfeld; Nevena Kulic; Jan Skopek & Moris Triventi (ed.),  Childcare, Early Education and Social Inequality: An International Perspective.  Edward Elgar Publishing.  ISBN 9781786432087.  10.  s 194 - 214
• Brunk, Irene; Schauber, Stefan Kilian & Georg, Waltraud (2017). Do they know too little? An inter-institutional study on the anatomical knowledge of upper-year medical students based on multiple choice questions of a progress test. Annals of Anatomy.  ISSN 0940-9602.  209, s 93- 100 . doi: 10.1016/j.aanat.2016.09.004 Fulltekst i vitenarkiv.
• Schauber, Stefan Kilian; Hecht, Martin & Nouns, Zineb M. (2017). Why assessment in medical education needs a solid foundation in modern test theory. Advances in Health Sciences Education.  ISSN 1382-4996.  23(1), s 217- 232 . doi: 10.1007/s10459-017-9771-4
• Olsen, Rolf Vegar & Nilsen, Trude (2017). Standard Setting in PISA and TIMSS and How These Procedures Can Be Used Nationally, In Sigrid Blömeke & Jan-Eric Gustafsson (ed.),  Standard Setting in Education. The Nordic Countries in an International Perspective..  Springer.  ISBN 978-3-319-50855-9.  5.  s 69 - 84
• Scherer, Ronny; Rohatgi, Anubha & Hatlevik, Ove Edvard (2017). Students' profiles of ICT use: Identification, determinants, and relations to achievement in a computer and information literacy test. Computers in Human Behavior.  ISSN 0747-5632.  70, s 486- 499 . doi: 10.1016/j.chb.2017.01.034 Fulltekst i vitenarkiv.
• Gjerde, Line C.; Eilertsen, Espen Moen; Reichborn-Kjennerud, Ted; McAdams, Tom A.; Zachrisson, Henrik Daae; Zambrana, Imac Maria; Røysamb, Espen; Kendler, Kenneth S. & Ystrøm, Eivind (2017). Maternal perinatal and concurrent depressive symptoms and child behavior problems: a sibling comparison study. Journal of Child Psychology and Psychiatry and Allied Disciplines.  ISSN 0021-9630.  58(7), s 779- 786 . doi: 10.1111/jcpp.12704 Fulltekst i vitenarkiv.
• Rutkowski, Leslie & Svetina, Dubravka (2017). Measurement Invariance in International Surveys: Categorical Indicators and Fit Measure Performance. Applied measurement in education.  ISSN 0895-7347.  30(1), s 39- 51 . doi: 10.1080/08957347.2016.1243540
• Arnesen, Anne; Braeken, Johan; Baker, Scott; Meek-Hansen, Wilhelm; Ogden, Terje & Melby-Lervåg, Monica (2017). Growth in Oral Reading Fluency in a Semitransparent Orthography: Concurrent and Predictive Relations With Reading Proficiency in Norwegian, Grades 2–5. Reading Research Quarterly.  ISSN 0034-0553.  52(2), s 177- 201 . doi: 10.1002/rrq.159 Fulltekst i vitenarkiv.
• Breinegaard, N; Rabe-Hesketh, Sophia & Skrondal, Anders (2017). The transition model test for serial dependence in mixed-effects models for binary data. Statistical Methods in Medical Research.  ISSN 0962-2802.  26(4), s 1756- 1773 . doi: 10.1177/0962280215588123

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• Stellar, Sam; Thompson, Greg & Rutkowski, David (2017). The Global Education Race: Taking the Measure of PISA and International Testing. Brush Education.  ISBN 978-1550597110.  120 s.
• Blömeke, Sigrid & Gustafsson, Jan-Eric (ed.) (2017). Standard Setting in Education. The Nordic Countries in an International Perspective.. Springer.  ISBN 978-3-319-50855-9.  335 s.

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• 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.

• Eliassen, Erik & Zachrisson, Henrik Daae (2017). The causal effect of entry age on children's social competence at age 3 years.
• Kaiser, Gabriele; Blömeke, Sigrid; König, Johannes; Busse, Andreas; Döhrmann, Martina & Hoth, Jessica (2017). Erratum to: Professional competencies of (prospective) mathematics teachers - cognitive versus situated approaches (Educational Studies in Mathematics, (2017), 94, 2, (161-182), 10.1007/s10649-016-9713-8). Educational Studies in Mathematics.  ISSN 0013-1954.  94(2), s 183- 184 . doi: 10.1007/s10649-016-9724-5
• Daus, Stephan & Braeken, Johan (2017). Are TIMSS country scores and rankings sensitive to varying opportunities to learn?.
• Scherer, Ronny & Nilsen, Trude (2017). Relations between School Climate, Instructional Quality, and Educational Outcomes: Findings from TIMSS 2015 in Norway.
• Scherer, Ronny & Nilsen, Trude (2017). Relations between School Climate, Instructional Quality, and Educational Outcomes.
• Zachrisson, Henrik Daae & Melhuish, Edward C. (2017). Early childhood education and care, In Brian Hopkins; Elena Geangu & Sally Linkenauger (ed.),  The Cambridge Encyclopedia of Child Development.  Cambridge University Press.  ISBN 9781316216491.  VI.  s 459 - 463
• Siddiq, Fazilat & Scherer, Ronny (2017). Is there a gap? A meta-analytic review of the gender and SES effects on students’ ICT literacy.
• Frey, Andreas; Kroehne, Ulf; Seitz, Nicki-Nils & Born, Sebastian (2017). Multidimensional adaptive measurement of competences, In Detlef Leutner; Jens Fleischer; Juliane Grünkorn & Eckhard Klieme (ed.),  Competence Assessment in Education. Research, Models, and Instruments.  Springer.  ISBN 978-3-319-50030-0.  Chapter 22.  s 369 - 387
• Kluge, Anders; Boothby, Russel Clark; Dolonen, Jan Arild; Scherer, Ronny & Ludvigsen, Sten Runar (2017). Critical Thinking in a Changing World: ASSESSMENT FRAMEWORK.
• Kluge, Anders; Boothby, Russel Clark; Dolonen, Jan Arild; Scherer, Ronny & Ludvigsen, Sten Runar (2017). Critical Thinking in a Changing World: A Formative Report of the Conceptualization, Assessment, and Implementation of Critical Thinking Skills in 21st Century Education.
• Helland-Riise, Fredrik & Braeken, Johan (2017). The Radicals of Abstract Reasoning Assessments: An Explanatory Item Response Modelling Approach. Vis sammendrag

  Abstract reasoning assessments are widely considered the gold standard of intelligence testing. Although Raven Progressive Matrices (RPM) are probably the most prominent example, there are many more less studied and less developed abstract reasoning assessments used in practice. To improve these assessments and generalize RPM study results, we need a better understanding of what factors of the item design drive item response behavior. In modern test design such factors are called radicals, item properties that when modified lead to for instance a change in item difficulty; this in contrast to incidentals, item properties that are mere cosmetic hanges not affecting psychometric item characteristics. Here, we se an explanatory item response modelling approach to examine he effects of potential radical item properties derived from a cognitive lab and from an artificial intelligent item solver to provide validity evidence for an non-Raven-like abstract reasoning assessment. We discuss how this validity evidence can be a first step in a more systematic redesign of the assessment opening up opportunities for automatic item generation and computerized adaptive testing.

• Vartun, Marika; Høegh-Omdal, Kathrine; Smestad, Trine & Andresen, Øystein Næss (2017). Tre elever i hver klasse kan ikke pluss og minus. Forskning.no : nettavis med nyheter fra norsk og internasjonal forskning.
• Scherer, Ronny; Greiff, Samuel & Kirschner, Paul A. (2017). Editorial to the special issue: Current innovations in computer-based assessments. Computers in Human Behavior.  ISSN 0747-5632.  76, s 604- 606 . doi: 10.1016/j.chb.2017.08.020 Fulltekst i vitenarkiv.
• Arnesen, Anne; Smolkowski, Keith; Baker, Scott; Braeken, Johan; Meek-Hansen, Wilhelm; Ogden, Terje & Melby-Lervåg, Monica (2017). Assessing Elementary Students’ Social Functioning and Reading Proficiency.
• Zambrana, Imac Maria; Ogden, Terje & Zachrisson, Henrik Daae (2017). Can pre-academic activities in ECEC boost later academic achievements in preschoolers with externalizing behaviors?.
• Andresen, Øystein Næss; Rødal, Aina & Vartun, Marika (2017). Er skoleelever tilpasningsdyktige nok?. Forskning.no : nettavis med nyheter fra norsk og internasjonal forskning.
• Blömeke, Sigrid & Gustafsson, Jan-Eric (2017). Introduction, In Sigrid Blömeke & Jan-Eric Gustafsson (ed.),  Standard Setting in Education. The Nordic Countries in an International Perspective..  Springer.  ISBN 978-3-319-50855-9.  1.  s 1 - 7
• Daus, Stephan (2016). Exploring Science Content Knowledge: Science Difficulties for Norwegian Pupils in TIMSS.

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