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Scoring Graphical Responses in TIMSS 2019 Using Artificial Neural Networks

Educational and psychological measurement, 2023-06, Vol.83 (3), p.556-585

2023

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Using Response Times for Joint Modeling of Careless Responding and Attentive Response Styles

Journal of educational and behavioral statistics, 2024-04, Vol.49 (2), p.173-206

2024

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The use of process data in large-scale assessments: a literature review

Large-scale assessments in education, 2024-12, Vol.12 (1), p.13-33, Article 13

2024

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Developments in Psychometric Population Models for Technology-Based Large-Scale Assessments: An Overview of Challenges and Opportunities

Journal of educational and behavioral statistics, 2019-12, Vol.44 (6), p.671-705

2019

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Using convolutional neural networks to automatically score eight TIMSS 2019 graphical response items

Computers and education. Artificial intelligence, 2024-06, Vol.6, p.100249, Article 100249

2024

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Self-assessment: Theorie und Konzepte

Wiener Autorenkollektiv Studienberatungstests

2012

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Measuring Response Styles Across the Big Five: A Multiscale Extension of an Approach Using Multinomial Processing Trees

Multivariate behavioral research, 2014-03, Vol.49 (2), p.161-177

2014

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A Response-Time-Based Latent Response Mixture Model for Identifying and Modeling Careless and Insufficient Effort Responding in Survey Data

Psychometrika, 2022-06, Vol.87 (2), p.593-619

2022

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Can students’ attitudes towards mathematics and science be compared across countries? Evidence from measurement invariance modeling in TIMSS 2019

Studies in educational evaluation, 2022-09, Vol.74, p.101169, Article 101169

2022

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DIF Detection for Multiple Groups: Comparing Three‐Level GLMMs and Multiple‐Group IRT Models

Journal of educational measurement, 2024, Vol.61 (2), p.325-344

2024

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The Benefits of Fixed Item Parameter Calibration for Parameter Accuracy in Small Sample Situations in Large‐Scale Assessments

Educational measurement, issues and practice, 2021-03, Vol.40 (1), p.17-27

2021

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Multistage Adaptive Testing Design in International Large‐Scale Assessments

Educational measurement, issues and practice, 2018-12, Vol.37 (4), p.16-27

2018

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Erratum to: A Response-Time-Based Latent Response Mixture Model for Identifying and Modeling Careless and Insufficient Effort Responding in Survey Data

Psychometrika, 2022-06, Vol.87 (2), p.798-798

2022

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Advances in modelling response styles and related phenomena

British journal of mathematical & statistical psychology, 2019-11, Vol.72 (3), p.393-400

2019

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The Effects of Vignette Scoring on Reliability and Validity of Self-Reports

Applied psychological measurement, 2018-06, Vol.42 (4), p.291-306

2018

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Examining Gender Differences in TIMSS 2019 Using a Multiple‐Group Hierarchical Speed‐Accuracy‐Revisits Model

Educational measurement, issues and practice, 2024, Vol.43 (3), p.64-75

2024

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Combining mixture distribution and multidimensional IRTree models for the measurement of extreme response styles

British journal of mathematical & statistical psychology, 2019-11, Vol.72 (3), p.538-559

2019

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The benefits of fixed item parameter calibration for parameter accuracy in small sample situations in large-scale assessments

Educational measurement, issues and practice, 2020

2020

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Facets of conscientiousness and their differential relationships with cognitive ability factors

Journal of research in personality, 2016-04, Vol.61, p.22-34

2016

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Evaluating item response theory linking and model fit for data from PISA 2000-2012

Assessment in education : principles, policy & practice, 2019-01, Vol.26 (4), p.466-488

2019

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Evaluating Item Fit Statistic Thresholds in PISA: Analysis of Cross‐Country Comparability of Cognitive Items

Educational measurement, issues and practice, 2021-06, Vol.40 (2), p.37-48

2021

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The influence of item order on intentional response distortion in the assessment of high potentials: Assessing pilot applicants

International journal of psychology, 2014-04, Vol.49 (2), p.131-139

2014

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Increasing Measurement Precision of PISA Through Multistage Adaptive Testing

Quantitative Psychology, 2021, Vol.353, p.325-334

2021

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Concordance for Large-Scale Assessments

Quantitative Psychology, 2023, Vol.422, p.17-30

2023

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Context Effects on Test Performance: What About Test Order?

European journal of psychological assessment : official organ of the European Association of Psychological Assessment, 2011, Vol.27 (2), p.103-110

2011

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Scoring Graphical Responses in TIMSS 2019 Using Artificial Neural Networks

Using Response Times for Joint Modeling of Careless Responding and Attentive Response Styles

The use of process data in large-scale assessments: a literature review

Developments in Psychometric Population Models for Technology-Based Large-Scale Assessments: An Overview of Challenges and Opportunities

Using convolutional neural networks to automatically score eight TIMSS 2019 graphical response items

Self-assessment: Theorie und Konzepte

Measuring Response Styles Across the Big Five: A Multiscale Extension of an Approach Using Multinomial Processing Trees

A Response-Time-Based Latent Response Mixture Model for Identifying and Modeling Careless and Insufficient Effort Responding in Survey Data

Can students’ attitudes towards mathematics and science be compared across countries? Evidence from measurement invariance modeling in TIMSS 2019

DIF Detection for Multiple Groups: Comparing Three‐Level GLMMs and Multiple‐Group IRT Models

The Benefits of Fixed Item Parameter Calibration for Parameter Accuracy in Small Sample Situations in Large‐Scale Assessments

Multistage Adaptive Testing Design in International Large‐Scale Assessments

Erratum to: A Response-Time-Based Latent Response Mixture Model for Identifying and Modeling Careless and Insufficient Effort Responding in Survey Data

Advances in modelling response styles and related phenomena

The Effects of Vignette Scoring on Reliability and Validity of Self-Reports

Examining Gender Differences in TIMSS 2019 Using a Multiple‐Group Hierarchical Speed‐Accuracy‐Revisits Model

Combining mixture distribution and multidimensional IRTree models for the measurement of extreme response styles

The benefits of fixed item parameter calibration for parameter accuracy in small sample situations in large-scale assessments

Facets of conscientiousness and their differential relationships with cognitive ability factors

Evaluating item response theory linking and model fit for data from PISA 2000-2012

Evaluating Item Fit Statistic Thresholds in PISA: Analysis of Cross‐Country Comparability of Cognitive Items

The influence of item order on intentional response distortion in the assessment of high potentials: Assessing pilot applicants

Increasing Measurement Precision of PISA Through Multistage Adaptive Testing

Concordance for Large-Scale Assessments

Context Effects on Test Performance: What About Test Order?

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