NEPS: Ausgewählte Vorträge und Publikationen

Publikationen

Buerger, S., Kroehne, U., & Goldhammer, F. (2016). The Transition to Computer-Based Testing in Large-Scale Assessments: Investigating (Partial) Measurement Invariance between Modes. Psychological Test and Assessment Modeling, 58(4), 597-616.

Dirk, J., Kratzsch, G. K., Prindle, J. P., Kroehne, U., Goldhammer, F., & Schmiedek, F. (2017). Paper-Based Assessment of the Effects of Aging on Response Time: A Diffusion Model Analysis. Journal of Intelligence, 5(2), 12. doi: 10.3390/jintelligence5020012

Engelhardt, L., Goldhammer, F., Naumann, J., & Frey, A. (2017). Experimental validation strategies for heterogeneous computer-based assessment items. Computers in Human Behavior, 76(11), 683-692. doi: 10.1016/j.chb.2017.02.020

Engelhardt, L., Naumann, J., Goldhammer, F., Frey, A., Wenzel, S. F. C., Hartig, K., & Horz, H. (accepted). Convergent evidence for the validity of a performance-based ICT skills test. European Journal of Psychological Assessment.

Goldhammer, F., Kroehne, U., Keßel, Y., Senkbeil, M., & Ihme, J.M. (2014). Diagnostik von ICT-Literacy: Multiple-Choice- vs. simulationsbasierte Aufgaben. Diagnostica, 60(1), 10-21. doi: 10.1026/0012-1924/a000113

Goldhammer, F., & Kroehne, U. (2014). Controlling Individuals’ Time Spent on Task in Speeded Performance Measures: Experimental Time Limits, Posterior Time Limits, and Response Time Modeling. Applied Psychological Measurement, 38(4), 255–267. doi: 10.1177/0146621613517164

Goldhammer, F., Naumann, J. & Keßel, Y. (2013). Assessing Individual differences in Basic Computer Skills: Psychometric characteristics of an interactive performance measure. European Journal of Psychological Assessment, 29(4), 263-275. doi: 10.1027/1015-5759/a000153

Kroehne, U., & Martens, T. (2011). Computer-based competence tests in the national educational panel study: The challenge of mode effects. Zeitschrift Für Erziehungswissenschaft, 14(S2), 169– doi: 10.1007/s11618-011-0185-4

Kroehne, U., Gnambs, T., & Goldhammer, F. (2019). Disentangling setting and mode effects for online competence assessment. In H.-P. Blossfeld & H.-G. Roßbach (Hrsg.), Education as a lifelong process (2. Aufl.). Wiesbaden, Germany: Springer VS. doi: 10.1007/978-3-658-23162-0

Kroehne, U., & Goldhammer, F. (2018). How to conceptualize, represent, and analyze log data from technology-based assessments? A generic framework and an application to questionnaire items. Behaviormetrika. doi: 10.1007/s41237-018-0063-y

Rölke, H. (2012). The ItemBuilder: A Graphical Authoring System for Complex Item Development. In T. Bastiaens & G. Marks (Hrsg.), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 1 (S. 344-353). Chesapeake, VA: AACE.

Vorträge

Buerger, S., Kroehne, U. & Goldhammer, F. (2017, Juli). Understanding mode effects in reading assessment – the impact of item and person covariates. Vortrag auf der Tagung der European Survey Research Association (ESRA), Lisbon, Portugal.

Buerger, S., Kroehne, U. & Goldhammer, F. (2014, Juli). An experimental investigation of mode effects in the National Educational Panel Study (NEPS). Vortrag auf der Tagung des VI European Congress of Methodology (EAM), Utrecht, Netherlands.

Buerger, S., Kroehne, U. & Goldhammer, F., (2014, September). Gibt es Unterschiede zwischen der papier- und computerbasierten Administration eines Leseverständnistests?  - Eine Analyse von Mode Effekten im NEPS. Vortrag auf der Tagung der Deutschen Gesellschaft für Psychologie (DGPs), Bochum, Germany.

Goldhammer, F., & Pfaff, Y. (2011, September). Measuring Individual Differences In High School Students’ (grade 12) ICT Literacy: Accessing And Evaluating Information. Vortrag auf der Tagung der European Conference on Educational Research (ECER), Berlin, Germany.

Kroehne, U., Hahnel, C., & Goldhammer, F. (2018, April). Invariance of the Response Process between Modes and Gender in Reading Assessment. Vortrag auf der Tagung des National Council on Measurement in Education (NCME), New York, NY, USA.

Kroehne, U., & Goldhammer, F. (2017, September). Investigating Side-Effects of CBA in LSA: Comparison of Test-Taking Engagement between Modes. Vortrag auf der Tagung des National Council on Measurement in Education (NCME), San Antonio, TX, USA.

Kroehne, U., Buerger, S., Weiss, T. & Goldhammer, F. (2014, September). Trennung von Mode- und Kontext-Effekten einer Online-Kompetenztestung im Rahmen des Nationalen Bildungspanels. Vortrag auf der Tagung der Deutschen Gesellschaft für Psychologie (DGPs), Bochum, Germany.

 Kroehne, U., Buerger, S, Goldhammer F. (2014, Juli). Disentangle Mode Effects and Context Effects for Online Assessment in the National Educational Panel Study (NEPS) in Germany. Vortrag auf der Tagung des VI European Congress of Methodology (EAM), Utrecht, Netherlands.