Current Publications
Fink, A., Spoden, C., & Frey, A. (2023). Determinants of Higher Education Teachers’ Intention to Use Technology-Based Exams. Education and Information Technologies, 28, 6485–6513, https://doi.org/10.1007/s10639-022-11435-4
Frey, A. (2023). Computerized adaptive testing and multistage testing. In R. J. Tierney, F. Rizvi & K. Erkican (Eds.), International Encyclopedia of Education, vol. 14 (4th Edition, pp. 209–216). Elsevier. https://doi.org/10.1016/B978-0-12-818630-5.10028-4
Frey, A., König, C., & Fink, A. (2023). A highly adaptive testing design for PISA. Journal of Educational Measurement. Advance online publication. https://doi.org/10.1111/jedm.12382
Gombert, S., Fink, A., Giorgashvili, T., Jivet, J., Di Mitri, D., Yau, J., Frey, A., & Drachsler, H. (2024). From the automated assessment of student essay content to highly informative feedback: A case study. International Journal of Artificial Intelligence in Education. Advance online publication. https://doi.org/10.1007/s40593-023-00387-6
McElvany, N., Lorenz, R., Frey, A., Goldhammer, F., Schilcher, A., & Stubbe, T. C. (Hrsg.) (2023). IGLU 2021. Lesekompetenz von Grundschulkindern im internationalen Vergleich und im Trend über 20 Jahre [PIRLS 2021. International comparison of primary school children’s reading literacy and trend across 20 years]. Waxmann. https://t1p.de/52sfh
Ranger, J., König, C., Domingue, B., Kuhn, J. T., & Frey, A. (2023). A multidimensional partially-compensatory response time model on basis of the Log-normal distribution. Journal of Educational and Behavioral Statistics. Advance online publication. https://doi.org/10.3102/10769986231184153
The complete list of publications is available here.
For an overview of the publication statistics visit ORCiD, Google Scholar and Research Gate.
Current Talks
Frey, A., Fink, A., König, C., & Liu, T. (2023, September). Metaanalyse zu den Effekten des computerisierten adaptiven Testens auf Motivation und Emotion. [Meta-analysis on the effects of computerized adaptive testing on motivation and emotion] [Presentation]. 16. Tagung der Fachgruppe Methoden und Evaluation der Deutschen Gesellschaft für Psychologie (DGPs), Konstanz, Germany.
Frey, A., König, C., & Goldhammer, F. (2023, September). Leistungsemotionen im Vergleich zwischen papier- und computerbasierter Testung bei IGLU 2021. [Comparison of paper-based and computer-based testing regarding achievement emotions in PIRLS 2021] [Präsentation]. 19. Fachgruppentagung Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie (DGPs). Kiel.
Frey, A. (2023, August). Effects of the COVID-19 pandemic on student achievement [Invited discussant]. Symposium at the 20th Conference of the European Association for Research on Learning and Instruction (EARLI), Thessaloniki, Greece.
Frey, A., Koenig, C., & Fink, A. (2023, July). A highly adaptive testing design for PISA [Presentation]. 10th European Congress of Methodology (EAM), Ghent, Belgium.
Frey, A. (2023, Mai). Zur Rolle des Prüfens beim akademischen Kompetenzerwerb an der Hochschule [On the role of testing in academic skill acquisition in higher education] [Keynote]. Tag der Lehre, Martin-Luther-Universität Halle-Wittenberg, Germany.
The complete list of talks is available here.
