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Linking of Rasch-Scaled Tests: Consequences of Limited Item Pools and Model Misfit

Frontiers in psychology, 2021-07, Vol.12, p.633896-633896

2021

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The national educational panel study (NEPS) and methodological innovations in longitudinal large-scale assessments

Large-scale assessments in education, 2024-09, Vol.12 (1), p.31-11, Article 31

2024

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The achievement gap in reading competence: the effect of measurement non-invariance across school types

Large-scale assessments in education, 2021-10, Vol.9 (1), p.1-26, Article 23

2021

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Learning Strategies as Moderators Between Motivation and Mathematics Performance in East Asian Students: Latent Class Analysis

SAGE open, 2021-11, Vol.11 (4)

2021

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Multidimensional Modeling of Traits and Response Styles

European journal of psychological assessment : official organ of the European Association of Psychological Assessment, 2017-09, Vol.33 (5), p.352-364

2017

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Modeling and Measuring Pre-Service Teachers’ Assessment Literacy Regarding Experimentation Competences in Biology

Education sciences, 2020-05, Vol.10 (5), p.140

2020

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Identifying Disengaged Responding in Multiple-Choice Items: Extending a Latent Class Item Response Model With Novel Process Data Indicators

Educational and psychological measurement, 2024-04, Vol.84 (2), p.314-339

2024

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Analysis of person-situation interactions in educational settings via cross-classified multilevel longitudinal modeling: illustrated with the example of students’ stress experience

Frontline learning research, 2017-01, Vol.5 (1), p.16-42

2017

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Reversed Thresholds in Partial Credit Models: A Reason for Collapsing Categories?

Assessment (Odessa, Fla.), 2014-12, Vol.21 (6), p.765-774

2014

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A new perspective on memorization practices among East Asian students based on PISA 2012

Educational psychology (Dorchester-on-Thames), 2020-05, Vol.40 (5), p.643-662

2020

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Dealing with item nonresponse in large-scale cognitive assessments: The impact of missing data methods on estimated explanatory relationships

Journal of educational measurement, 2017-12, Vol.54 (4), p.397-419

2017

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Taking the missing propensity into account when estimating competence scores: Evaluation of item response theory models for nonignorable omissions

Educational and psychological measurement, 2015-10, Vol.75 (5), p.850-874

2015

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Multivariate and Mixture Distribution Rasch Models: Extensions and Applications

Carstensen, Claus H

1. Aufl., 2007

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Disentangling Interviewer and Area Effects in Large-Scale Educational Assessments using Cross-Classified Multilevel Item Response Models

Journal of survey statistics and methodology, 2021-09, Vol.9 (4), p.722-744

2021

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Separating PIAAC competencies from general cognitive skills: A dimensionality and explanatory analysis

Studies in educational evaluation, 2021-12, Vol.71, p.101069, Article 101069

2021

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Scaling of competence tests in the National Educational Panel Study - many questions, some answers, and further challenges

Journal for educational research online, 2013, Vol.5 (2), p.189-216

2013

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Assessment drives learning: The effect of central exit exams on curricular knowledge and mathematical literacy

Economics of education review, 2012-02, Vol.31 (1), p.56-65

2012

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Testing students with special educational needs in large-scale assessments: Psychometric properties of test scores and associations with test taking behavior

Frontiers in psychology, 2016-02, Vol.7 (154), p.14-7:154<14

2016

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Measuring Growth in a Longitudinal Large-Scale Assessment with a General Latent Variable Model

Psychometrika, 2011-04, Vol.76 (2), p.318-336

2011

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Befragung von Schülerinnen und Schülern mit sonderpädagogischem Förderbedarf Lernen: Ergebnisse zur Messinvarianz

Empirische Sonderpädagogik, 2015-05, Vol.7 (2), p.99-116

2015

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Alltagssituationen und Experimente: Was sind geeignete naturwissenschaftliche Lerngelegenheiten für Kindergartenkinder?: Ergebnisse aus dem SNaKE-Projekt

Zeitschrift für Erziehungswissenschaft, 2012-03, Vol.15 (1), p.37-54

2012

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Klassenwiederholen in PISA-I-Plus: Was lernen Sitzenbleiber in Mathematik dazu?

Zeitschrift für Erziehungswissenschaft, 2008-10, Vol.11 (3), p.368-287

2008

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Ein Modell zur Erfassung naturwissenschaftlicher Kompetenz im Kindergarten

Zeitschrift für Erziehungswissenschaft, 2011-12, Vol.14 (4), p.651-669

2011

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Assessing competencies across the lifespan within the German National Educational Panel Study (NEPS) - Editorial

Journal for educational research online, 2013, Vol.5 (2), p.5-14

2013

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Do Individual Response Styles Matter?: Assessing Differential Item Functioning for Men and Women in the NEO-PI-R

Journal of individual differences, 2013-01, Vol.34 (2), p.69-81

2013

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Linking of Rasch-Scaled Tests: Consequences of Limited Item Pools and Model Misfit

The national educational panel study (NEPS) and methodological innovations in longitudinal large-scale assessments

The achievement gap in reading competence: the effect of measurement non-invariance across school types

Learning Strategies as Moderators Between Motivation and Mathematics Performance in East Asian Students: Latent Class Analysis

Multidimensional Modeling of Traits and Response Styles

Modeling and Measuring Pre-Service Teachers’ Assessment Literacy Regarding Experimentation Competences in Biology

Identifying Disengaged Responding in Multiple-Choice Items: Extending a Latent Class Item Response Model With Novel Process Data Indicators

Analysis of person-situation interactions in educational settings via cross-classified multilevel longitudinal modeling: illustrated with the example of students’ stress experience

Reversed Thresholds in Partial Credit Models: A Reason for Collapsing Categories?

A new perspective on memorization practices among East Asian students based on PISA 2012

Dealing with item nonresponse in large-scale cognitive assessments: The impact of missing data methods on estimated explanatory relationships

Taking the missing propensity into account when estimating competence scores: Evaluation of item response theory models for nonignorable omissions

Multivariate and Mixture Distribution Rasch Models: Extensions and Applications

Disentangling Interviewer and Area Effects in Large-Scale Educational Assessments using Cross-Classified Multilevel Item Response Models

Separating PIAAC competencies from general cognitive skills: A dimensionality and explanatory analysis

Scaling of competence tests in the National Educational Panel Study - many questions, some answers, and further challenges

Assessment drives learning: The effect of central exit exams on curricular knowledge and mathematical literacy

Testing students with special educational needs in large-scale assessments: Psychometric properties of test scores and associations with test taking behavior

Measuring Growth in a Longitudinal Large-Scale Assessment with a General Latent Variable Model

Befragung von Schülerinnen und Schülern mit sonderpädagogischem Förderbedarf Lernen: Ergebnisse zur Messinvarianz

Alltagssituationen und Experimente: Was sind geeignete naturwissenschaftliche Lerngelegenheiten für Kindergartenkinder?: Ergebnisse aus dem SNaKE-Projekt

Klassenwiederholen in PISA-I-Plus: Was lernen Sitzenbleiber in Mathematik dazu?

Ein Modell zur Erfassung naturwissenschaftlicher Kompetenz im Kindergarten

Assessing competencies across the lifespan within the German National Educational Panel Study (NEPS) - Editorial

Do Individual Response Styles Matter?: Assessing Differential Item Functioning for Men and Women in the NEO-PI-R

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