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 educational disadvantage due to the coronavirus (CoBi project), the improvement of online teaching using artificial intelligence (HIKOF-DL project), the development of a test on sustainability (OIT-BNE 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.


Diana Dusny newest member of the work unit

The work unit Educational Psychology with focus on Counselling, Measurement, and Evaluation welcomes Diana Dusny as its newest member!

December 1st, 2021


Interview in Journal Frankfurt on the CoBi project

Thomas Dreisörner gave an interview in the context of the project "Identifying and reducing Corona-related educational disadvantages (CoBi)" on the results of a systematic review on the effects of COVID-19-related school closures on student achievement in spring 2020. The interview is now available in the "Journal Frankfurt": Lernen, zu Hause lernen.

The systematic review can be accessed here:
Hammerstein, S., König, C., Dreisörner, T., & Frey, A. (2021). Effects of COVID-19-Related School Closures on Student Achievement-A Systematic Review, Frontiers in Psychology, 12, 746289. https://doi.org/10.3389/fpsyg.2021.746289

Here you can find the official press release:
Studie zeigt: Distanzunterricht genauso effektiv wie Sommerferien

November 11th, 2021


Book chapter on increasing test efficiency of the Teacher Knowledge Survey Assessment Module through multidimensional adaptive testing published

Andreas Frey and Aron Fink have published a book chapter entitled "Increasing test efficiency in an international assessment of teachers' general pedagogical knowledge through multidimensional adaptive testing" as part of the book "Teaching as a Knowledge Profession - Studying Pedagogical Knowledge across Education Systems" published by the OECD.

The chapter discusses the potential of multidimensional adaptive testing (MAT) for increasing the measurement efficiency of large-scale assessments using the example of the Teacher Knowledge Survey Assessment Module, which will be part of the Teaching and Learning International Survey (TALIS) 2024.

Frey, A., & Fink, A. (2021). Increasing test efficiency in an international assessment of teachers’ general pedagogical knowledge through multidimensional adaptive testing. In H. Ulferts (ed.). Teaching as a Knowledge Profession: Studying Pedagogical Knowledge across Education Systems (pp. 123—140). OECD Publishing. https://doi.org/10.1787/e823ef6e-en. 

October 28th, 2021


New press release on the CoBi project

 

Svenja Hammerstein, Christoph König, Thomas Dreisörner und Andreas Frey have published a systematic review on the effects of COVID-19-related school closures on student achievement in spring 2020 in the project "Identifying and reducing Corona-related educational disadvantages (CoBi)", which is funded by the Beisheim Foundation and the Goethe Corona Fund. A new press release from the idw scientific information service has now been published on this. The press release can be found here: „Die Pandemie zeigt, wo Kinder und Jugendliche schulisch besonders gefährdet sind“

The study is available here for free:
Hammerstein, S., König, C., Dreisörner, T., & Frey, A. (2021). Effects of COVID-19-Related School Closures on Student Achievement-A Systematic Review, Frontiers in Psychology, 12, 746289. https://doi.org/10.3389/fpsyg.2021.746289

October 28th, 2021


Andreas Frey speaks at the „Forum Bildung“ at Frankfurt Book Fair 2021

The “Forum Bildung” took place on the Stage of the Education Media at this year's Book Fair. The challenges of educational disadvantages caused by the Corona pandemic were discussed. The occasion was the systematic review "Effects of COVID-19-Related School Closures on Student Achievements - A Systematic Review" published as a pre-print in June 2021. The associated press release from Goethe University generated an intensive media coverage and stimulated subsequent discussions – such as this one. Andreas Frey discussed the contents of the study, the current situation in Germany and abroad and the conclusions that can be drawn from it with Karin Plötz, Director of LitCam.

The video is now available here:

October 27th, 2021 (video added on November 1st, 2021)


Marion Schneckenbühl newest member of the work unit

The work unit Educational Psychology with focus on Counselling, Measurement, and Evaluation welcomes Marion Schneckenbühl as its newest member!

October 4th, 2021


Project DigiTeLL started

The project "Digital Teaching and Learning Lab - DigiTeLL" is funded by the Stiftung Innovation in der Hochschullehre and will be carried out from 2021 to 2024. The projects aims at establishing, carrying out and implementing an innovation structure for the development, integration and further development of digital teaching, learning and testing scenarios. Andreas Frey heads the DigiTeLL cross-sectional topic "Digital Examination". Hereby, the research and software regarding digital examinations developed in the former projects KAT-HS and HIKOF-DL will be made available to a wide range of users at the Goethe University and will be further developed.

September 28th, 2021


Presentations at the 15th Conference of the Subdivision “Methods and Evaluation”

From 15th to 17th September 2021, the 15th conference of the Subdivision of Methods and Evaluation (FGME) of the German Psychological Society (DGPs) took place as a virtual event. The conference was hosted by the University of Mannheim. Dr. Christoph König gave the talk “Accounting for heterogeneity when specifying informative prior distributions for Bayesian multiple regression models - A novel similarity measure”. Aron Fink gave a talk on accounting for measurement error in item parameters in computerized adaptive testing (CAT). Patrick Naumann presented a poster on emotional effects of computerized adaptive exams in higher education. Further information about the FGME conference can be found here.

September 17th, 2021


Keynote by Andreas Frey at the 32nd International Congress of Psychology (ICP)

On 19 July 2021, Andreas Frey gave a keynote at the 32nd International Congress of Psychology (ICP). The title of his presentation was "Computerized Adaptive Testing in Psychological Research and Application". The congress takes place every four years and is one of the world's largest international psychological events. It was first held in 1889.

You can find the abstract of the presentation here:

https://whova.com/embedded/session/csg_202107/1774435/

Video recording of the keynote:

July 22th, 2021


Book on psychometrically sound e-exams in higher education published

Andreas Frey and Christian Spoden have published a book that presents a concept for psychometrically sound e-exams based on the current state of scientific knowledge. The concept can be applied in all disciplines at all higher education institutions. The concept relies on the use of digital technologies to make exams more individualized, more precise, and fairer. Exams are thereby designed as criterion-referenced, computerized adaptive testing procedures. In this book, the necessary steps for the psychometrically sound e-exam-based measurement of competence are explained in detail.

The book also contains chapters by Aron Fink and Patrick Naumann, who are members of the working unit. With the publication at Pabst Science Publishers, a milestone of the KAT-HS project (Criterion-Referenced Adaptive Testing in Higher Education) is reached.

The book is available here:

Spoden, C. & Frey, A. (Hrsg.). (2021). Psychometrisch fundierte E-Klausuren für die Hochschule [Psychometrically sound e-exams for higher education]. Lengerich: Pabst Science Publishers.

July 6th, 2021

 


Commentary on the current state of higher education exams in psychology studies published

Aron Fink and Patrick Naumann, along with Christoph König, wrote a commentary that refers to a position paper on the improvement of written exams in psychology studies. In the commentary, the current state in the field of higher education exams in the study of psychology is outlined. The paper was published in the journal Psychologische Rundschau.

Frey, A., Spoden, C., Schultze, M. (2021). Die Zukunft der Hochschulklausuren hat bereits begonnen [The future of university exams has already begun]. Psychologische Rundschau, 72(2), 113–116. https://doi.org/10.1026/0033-3042/a000528

May 19th, 2021


Commentary on computerized adaptive exams in psychology studies published

Aron Fink and Patrick Naumann, along with Christoph König, wrote a commentary that refers to a position paper on the improvement of written exams in psychology studies. In the commentary, the advantages of computerized adaptive testing for exams in psychology studies are demonstrated. The paper was published in the journal Psychologische Rundschau.

Fink, A., Naumann, P. & König, C. (2021). Computerisierte adaptive Klausuren im Psychologiestudium [Computerized Adaptive Testing for Exams in Psychology Studies]. Psychologische Rundschau, 72(2), 125–127. https://doi.org/10.1026/0033-3042/a000532

May, 19th, 2021


Article on the development and evaluation of a framework for performance-based testing of ICT-skills published

Andreas Frey and S. Franziska C. Wenzel, together with Lena Engelhardt, Johannes Naumann, Frank Goldhammer, Holger Horz, and Katja Hartig, developed and evaluated a framework for performance-based testing of Information and Communications Technology (ICT)-skills. Specifically, the framework is used to appropriately assess competences in the use of information and communication technologies (e.g., problem solving, understanding graphics) using performance-based items. The article was recently published in the scientific journal Frontiers in Education.

Engelhardt, L., Naumann, J., Goldhammer, F., Frey, A., Horz, H., Hartig, K., & Wenzel, S. F. C. (2021). Development and Evaluation of a Framework for the Performance-Based Testing of ICT Skills. Frontiers in Education, 6, Article 668860. https://doi.org/10.3389/feduc.2021.668860

May, 19th, 2021


New Project: Highly Informative and Competence-Oriented Feedback for Digital Learning (HIKOF-DL)

The Government of the Federal State of Hessen is funding the project "Highly Informative and Competency-Oriented Feedback for Digital Learning (HIKOF-DL)" as part of the Distr@l funding program. The project is being carried out in cooperation with the DIPF and "studiumdigitale". The goal of the project is to implement two feedback systems for formative and summative feedback and to combine them into a unified concept for highly informative and action-oriented feedback for supporting the acquisition of competencies of learners. Among others, the project builds on and continues the results of KAT-HS.

You can find more HERE.

May, 07th, 2021


Software demonstration on the KAT-HS-App published

Aron Fink, Christian Spoden, Andreas Frey, and Patrick Naumann have published a software demonstration on the KAT-HS-App in the scientific journal Diagnostica. This software demonstration presents the possibilities for the construction, administration, and evaluation of criterion-referenced, computerized adaptive and nonadaptive tests with the R-based open-source KAT-HS-App, which was developed by our team. The app is available free of charge for research and teaching after registration via https://kat-hs.uni-frankfurt.de/materialien/software/ .

Fink, A., Spoden, C., Frey, A., & Naumann, P. (2021). Kriteriumsorientiertes adaptives Testen mit der KAT-HS-App [Criterion-referenced adaptive testing using the KAT-HS-App]. Diagnostica, 67(2), 110 – 114. https://doi.org/10.1026/0012-1924/a000268 

April, 26th, 2021


Beisheim Stiftung supports project on educational disadvantage due to the coronavirus

In our project "Detecting and reducing Corona-related educational disadvantages; CoBi" we received financial support through the Beisheim Stiftung for a term of two years.

Currently we work on a literature review "A systematic literature review on effects of school closures during the COVID-19 pandemic on student learning outcomes". First results are reported in a conference fee at digiGEBF21 in regard to the theme "education and corona" by Andreas Frey.

April 19th, 2021


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