Welcome

Our research deals with various aspects of empirical educational research. We focus on the following questions: (a) how can innovative, technology-based test methods best be used for educational research, (b) how to statistically model empirical data gathered in educational research best, and (c) which insights about education systems can be obtained from large-scale assessments of student achievement such as PISA, IGLU or TIMSS. Current projects include digital university exams (KAT-HS project) and reading comprehension of fourth-graders (PIRLS project).

In teaching, we are active in the educational research parts of the teacher training programs as well as in B.Sc. and M.Sc. Psychology.


Empirical results on the construction of psychometrically sound written university exams

Andreas Frey, Christian Spoden and Sebastian Born have written an article on the construction and administration of psychometrically sound written university exams, which has now been published. Elements of the proposed procedure are (a) the definition of the content domain of interest in relation to the learning objectives of the course, (b) the specification of an assessment framework, (c) the operationalization of the assessment framework with test items, (d) the standardized administration of the exam, (e) the scaling of gathered responses with item response theory models, and (f) the setting of grade levels with standard-setting procedures.
Empirical results obtained from six test cycles of a real university exam show that this procedure can successfully be applied in a typical university setting.

The paper is available here: https://www.psychologie-aktuell.com/fileadmin/Redaktion/Journale/ptam-2020-4/PTAM_4-2020_21900493_ebook_frey_4.pdf

 Frey, A., Spoden, C., & Born, S. (2020). Construction of Psychometrically Sound Written University Exams. Psychological Test and Assessment Modeling, 65(4), 415-525.

January 15th, 2021


Publication in Behavior Research Methods

On the occasion of Behavior Research Methods’ (BRM) change of the editorial board, the editorial entitled "Into a new decade" has been published. It contains important information on the type of manuscripts whose submission to BRM as one of the world's leading methods-journals (impact factor: 4.425) is promising. Andreas Frey serves as associate editor of BRM since the beginning of 2020.

December 18th, 2020


IACAT 2021: Call for papers is now open!

The International Association for Computerized Adaptive Testing (IACAT) invites you to submit a proposal for a presentation or a symposium at its biannual conference, which will take place on October 10 –12, 2021 at the Goethe University in Frankfurt am Main, Germany. We will accept the submission of proposals up until April 30, 2021, 11:59 PM CET. You can download the detailed call for papers by clicking here.

We welcome both methodological research and practical applications of computerized adaptive testing (CAT) and artificial intelligence (AI) in assessment. Click HERE for the IACAT 2021 Homepage.

December 9th, 2020


Project on educational disadvantage due to the coronavirus

Andreas Frey, Thomas Dreisörner and Christoph König have been granted start-up funding for educational disadvantage due to the coronavirus. The project “Identifying and reducing educational disadvantage due to the coronavirus (CoBi)” will be funded by the Goethe-Corona-Fund of the Goethe University Frankfurt.

December 7th, 2020


Short version of the KAT-HS concept published

Andreas Frey and Aron Fink, together with Christian Spoden and Sebastian Born have written a short version of the KAT-HS concept, which is now available. Their paper describes four major challenges when it comes to the development of high-quality exams in higher education and specifies how to meet them on the basis of a novel combination of methods, quality standards and approaches stemming from psychometrics and educational and psychological measurement. The concept’s feasibility is classified according to examination law and the general conditions for its implementation in the regular operation of higher education institutions are discussed.

The paper is available here: https://eleed.campussource.de/archive/13/5119

Frey, A., Spoden, C., Fink, A., & Born, S. (2020). Kompetenzorientierte individualisierte Hochschulklausuren und deren prüfungsrechtliche Einordnung [Competence-oriented adaptive exams in higher education and its classification according to examination law]. eleed, 13. Available at: urn:nbn:de:0009 5-51197.

November 13th, 2020


KAT-HS research data published

The research data of the project "Criterion referenced adaptive testing in higher education (KAT-HS)" are now available on request to other researchers for secondary analysis. The research data are available on the website of the research data center at the Institute for Educational Quality Improvement (IQB). Researchers interested in using the data can apply for access to the data using an online form.

The full literature references of the published data sets are as follows:

Frey, A., Spoden, C., & Fink, A. (2020). Kriteriumsorientiertes adaptives Testen in der Hochschule (KAT-HS) (Version 1) [Criterion-referenced Adaptive Testing in Higher Education (KAT-HS)] [Data set]. Berlin: IQB – Institut zur Qualitätsentwicklung im Bildungswesen. http://doi.org/10.5159/IQB_KAT-HS_v1

Frey, A., Spoden, C., & Fink, A. (2020). Kriteriumsorientiertes adaptives Testen in der Hochschule (KAT-HS). Kalibrierung [Criterion-referenced Adaptive Testing in Higher Education (KAT-HS). Calibration] - Campus File (Version 1) [Data set]. Berlin: IQB – Institut zur Qualitätsentwicklung im Bildungswesen. http://doi.org/10.5159/IQB_KAT-HS_CF_v1

October 26th, 2020