References of "Keller, Ulrich 50002080"
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See detailGender Differences in the Mean Level, Variability, and Profile Shape of Student Achievement: Results From 41 Countries
Brunner, Martin; Gogol, Katarzyna UL; Sonnleitner, Philipp UL et al

in Intelligence (2013), 41(5), 378-395

A domain-specific hierarchical conceptualization of mathematics achievement can be represented by the standard psychometric model in which a single latent dimension accounts for observed individual ... [more ▼]

A domain-specific hierarchical conceptualization of mathematics achievement can be represented by the standard psychometric model in which a single latent dimension accounts for observed individual differences in scores on the respective subdomains (e.g., quantity). Alternatively, a fully hierarchical conceptualization of achievement can be represented by a nested-factor model in which individual differences in subdomain-specific scores are explained by both general student achievement and specific mathematics achievement. The authors applied both models to study the gender similarity hypothesis, the greater male variability hypothesis, and the masking hypothesis, which predicts that gender differences in general student achievement mask gender differences in both the means and the variability of specific mathematics achievement. Representative data were obtained from 275,369 15-year-old students in 41 countries. The results supported these hypotheses in most countries, demonstrating that a fully hierarchical conceptualization of achievement in terms of the nested-factor model significantly contributes to a better understanding of gender differences in the mean level, variability, and shape of students’ achievement profiles. [less ▲]

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See detailUnterschiede zwischen Schulformen und das Pilotprojekt PROCI
Keller, Ulrich UL; Sonnleitner, Philipp UL; Villanyi, Denise UL et al

in SCRIPT; EMACS (Eds.) PISA 2012. Nationaler Bericht Luxemburg (2013)

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See detailHerausforderungen und Perspektiven
Martin, Romain UL; Fischbach, Antoine UL; Keller, Ulrich UL et al

in SCRIPT; EMACS (Eds.) PISA 2012. Nationaler Bericht Luxemburg (2013)

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See detailLuxemburger Schülerinnen und Schüler im internationalen Vergleich
Böhm, Bettina; Fischbach, Antoine UL; Ugen, Sonja UL et al

in SCRIPT; EMACS (Eds.) PISA 2012. Nationaler Bericht Luxemburg (2013)

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See detailChildhood intelligence and adult health: The mediating roles of education and socioeconomic status
Wrulich, Marius UL; Brunner, Martin UL; Stadler, Gertraud et al

in Intelligence (2013), 41(5), 490-500

The longitudinal relation between childhood intelligence and various health outcomes in adulthood is now well-established. One mediational model that accounts for this relation proposes that intelligence ... [more ▼]

The longitudinal relation between childhood intelligence and various health outcomes in adulthood is now well-established. One mediational model that accounts for this relation proposes that intelligence has cumulative indirect effects on adult health via subsequent educational attainment and adult socioeconomic status (SES). The aim of the present study was to examine whether and the extent to which educational attainment and {SES} mediate the impact of childhood intelligence on three dimensions of adult health in Luxembourg, a country with high-quality universal public health care. We used data from 745 participants in the Luxembourgish {MAGRIP} study. At the age of 12, participants completed a comprehensive intelligence test. At the age of 52, they reported their educational careers, SES, and functional, subjective, and physical health status. Using structural equation modeling, we investigated the direct and indirect effects (via educational attainment and adult SES) of childhood intelligence on adult health. We found that higher childhood intelligence predicted better functional, subjective, and physical health in adulthood. These effects were entirely mediated via educational attainment and SES. The mediational processes differed depending on the health dimension under investigation: Whereas {SES} was crucial in mediating the effect of intelligence on functional and subjective health, educational attainment was crucial in mediating the effect on physical health. These findings held up when considering adult intelligence and were similar for women and men. Our results suggest that even excellent public health care cannot fully offset the cumulative effects of childhood intelligence on adult health. Further studies are needed to investigate the relative importance of different mediators in the intelligence–health relation while including a broader set of objective health measures. [less ▲]

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See detailPISA proficiency scores predict educational outcomes
Fischbach, Antoine UL; Keller, Ulrich UL; Preckel, Franzis et al

in Learning & Individual Differences (2013), 24

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See detailThe Genetics Lab: A case study on computer-based assessment within a multilingual sample of „digital natives“
Sonnleitner, Philipp UL; Brunner, Martin; Keller, Ulrich UL et al

Scientific Conference (2013)

Computer-based assessment forms a key aspect of educational curricula and international student assessment studies like PISA. Today’s students, however, place special demands on assessment instruments ... [more ▼]

Computer-based assessment forms a key aspect of educational curricula and international student assessment studies like PISA. Today’s students, however, place special demands on assessment instruments used within this context. Multilingual samples with often considerably varying experience in technology use tend to become more and more common in most European countries. Taking the Genetics Lab—a computer-based problem solving scenario—as example, the presented case study evaluates how these challenges can be met by the adaptation of the test construction process, the development of interactive and multimedia instructions, and the integration of game-like characteristics. Psychometric properties, especially measurement invariance of the Genetics Lab’s performance scales are discussed on base of a multilingual and heterogeneous sample of 563 Luxembourgish students. As the Genetics Lab is freely available on the internet, an outlook is given on possible future applications to gather further experience with computer-based assessment within multilingual samples. [less ▲]

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See detailStudents’ Complex Problem-Solving Abilities: Their Structure and Relations to Reasoning Ability and Educational Success
Sonnleitner, Philipp UL; Keller, Ulrich UL; Martin, Romain UL et al

in Intelligence (2013), 41(5), 289-305

Complex Problem Solving (CPS) is considered to be a promising candidate for capturing higher order thinking skills that are emphasized in new educational curricula but are not adequately measured by ... [more ▼]

Complex Problem Solving (CPS) is considered to be a promising candidate for capturing higher order thinking skills that are emphasized in new educational curricula but are not adequately measured by traditional intelligence tests. However, little is known about its psychometric structure and its exact relation to intelligence and educational success—especially in student populations. This study is among the first to use a large and representative sample of secondary school students (N = 563) to examine different measurement models of CPS—that conceptualize the construct as either faceted or hierarchical—and their implications for the construct’s validity. Results showed that no matter which way it was conceptualized, CPS was substantially related to reasoning and to different indicators of educational success. Controlling for reasoning within a joint hierarchical measurement model, however, revealed that the impressive external validity was largely attributable to the variance that CPS shares with reasoning, suggesting that CPS has only negligible incremental validity over and above traditional intelligence scales. On the basis of these results, the value of assessing CPS within the educational context is discussed. [less ▲]

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See detailUsing Complex Problem Solving Simulations for General Cognitive Ability Assessment: the Genetics Lab Framework
Mayer, Hélène; Hazotte, Cyril; Djaghloul, Younes et al

in International Journal of Information Science and Intelligent System (2013), 2(4), 71-88

This paper presents the conception and operation of “the Genetics Lab,” a research platform designed for general intelligence measurement. This tool has been developed and refined to measure cognitive ... [more ▼]

This paper presents the conception and operation of “the Genetics Lab,” a research platform designed for general intelligence measurement. This tool has been developed and refined to measure cognitive skills of students in Luxembourg, Thanks to its generic and clear architecture, “the Genetics Lab” makes a major contribution by addressing technical weaknesses and flaws met with tools previously used to assess intelligence. This new platform can be used as groundwork for other evaluation solutions. In this paper, we explore in depth the main fields of e-assessment such as instructions, localized and multilingual content production and display, traces, and scoring. We also describe how the platform was put into action to create complex simulations and to make data collection resulting from the user’s test a flawless process. This paper is a continuation and extension of earlier work. [less ▲]

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See detailIntelligence as assessed by modern computer-based problem solving scenarios
Sonnleitner, Philipp UL; Brunner, Martin; Keller, Ulrich UL et al

Scientific Conference (2012)

Computer-based problem solving scenarios—so-called microworlds—have often been suggested as promising alternative assessment instruments of intelligence. Potential benefits compared to traditional paper ... [more ▼]

Computer-based problem solving scenarios—so-called microworlds—have often been suggested as promising alternative assessment instruments of intelligence. Potential benefits compared to traditional paper-pencil tests involve tracking of students’ mental representations of the problems as well as their problem solving strategies by means of behavioral data. Though, it is still topic of ongoing debate whether the skills assessed by such microworlds are distinct from or identical to the construct of intelligence as measured by conventional reasoning tests. To address this issue, we thoroughly investigated construct and incremental validity of a recently developed microworld, the Genetics Lab (Sonnleitner et. al, 2011). We obtained data from a multilingual and representative Luxembourgish student sample (N = 563) who completed the Genetics Lab and 3 reasoning scales of an established intelligence test battery. Results of a Confirmatory Factor Analysis suggest that the construct assessed by the Genetics Lab is largely identical to the construct of intelligence as measured by traditional reasoning scales. Incremental validity was found with respect to the performance in a national assessment of students’ competencies and performance in the PISA study of 2009. Thus, the notion of microworlds to be a valuable measure of intelligence is supported. [less ▲]

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See detailGenetics Lab scoring algorithm
Keller, Ulrich UL; Sonnleitner, Philipp UL

Software (2012)

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See detailÉpreuves Standardisées: Ziele und methodische Grundlagen
Brunner, Martin UL; Fischbach, Antoine UL; Reichert, Monique UL et al

in Martin, Romain; Brunner, Martin (Eds.) Épreuves Standardisées. Nationaler Bericht 2011‐2012 (2012)

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See detailUnterschiede zwischen Schulformen
Keller, Ulrich UL; Lorphelin, Dalia UL; Muller, Claire UL et al

in Martin, Romain; Brunner, Martin (Eds.) Épreuves Standardisées. Nationaler Bericht 2011‐2012 (2012)

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See detailUser’s guide to apply, configure and adapt the Genetics Lab
Sonnleitner, Philipp UL; Mayer, Hélène; Keller, Ulrich UL et al

E-print/Working paper (2012)

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See detailDoes Childhood General Cognitive Ability at Age 12 Predict Subjective Well-Being at Age 52?
Chmiel, Magda UL; Brunner, Martin UL; Keller, Ulrich UL et al

in Journal of Research in Personality (2012), 46

Drawing on a broad, multidimensional conceptualization of subjective well-being, this study examined the power of childhood general cognitive ability to predict life satisfaction, satisfaction with eight ... [more ▼]

Drawing on a broad, multidimensional conceptualization of subjective well-being, this study examined the power of childhood general cognitive ability to predict life satisfaction, satisfaction with eight individual life domains, and the frequency of experiencing positive and negative affect in middle adulthood. Data were obtained from a representative Luxembourgish sample (N = 738; 53% female) in a longitudinal study conducted in 1968 and 2008. Childhood general cognitive ability was unrelated to life satisfaction, negatively related to negative affect and satisfaction with free time, and positively related to positive affect and satisfaction with some of the life domains associated with socioeconomic success (i.e. finances, self, housing, work, or health). This predictive power persisted even when childhood socioeconomic status was controlled. [less ▲]

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See detailThe Genetics Lab_Theoretical background & psychometric evaluation
Sonnleitner, Philipp UL; Brunner, Martin; Keller, Ulrich UL et al

Report (2012)

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See detailBefunde zum Migrationshintergrund und zum sozio-ökonomischen Familienhintergrund
Muller, Claire UL; Reichert, Monique UL; Ugen, Sonja UL et al

in Martin, Romain; Brunner, Martin (Eds.) Épreuves Standardisées. Nationaler Bericht 2011-2012 (2012)

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See detailThe Genetics Lab. Acceptance and psychometric characteristics of a computer-based microworld to assess Complex Problem Solving
Sonnleitner, Philipp UL; Brunner, Martin; Greiff, Samuel UL et al

in Psychological Test and Assessment Modeling (2012), 54

Computer-based problem solving scenarios or “microworlds” are contemporary assessment instruments frequently used to assess students’ complex problem solving behavior – a key aspect of today’s educational ... [more ▼]

Computer-based problem solving scenarios or “microworlds” are contemporary assessment instruments frequently used to assess students’ complex problem solving behavior – a key aspect of today’s educational curricula and assessment frameworks. Surprisingly, almost nothing is known about their (1) acceptance or (2) psychometric characteristics in student populations. This article introduces the Genetics Lab (GL), a newly developed microworld, and addresses this lack of empirical data in two studies. Findings from Study 1, with a sample of 61 ninth graders, show that acceptance of the GL was high and that the internal consistencies of the scores obtained were satisfactory. In addition, meaningful intercorrelations between the scores supported the instrument’s construct validity. Study 2 drew on data from 79 ninth graders in differing school types. Large to medium correlations with figural and numerical reasoning scores provided evidence for the instrument’s construct validity. In terms of external validity, substantial correlations were found between academic performance and scores on the GL, most of which were higher than those observed between academic performance and the reasoning scales administered. In sum, this research closes an important empirical gap by (1) proving acceptance of the GL and (2) demonstrating satisfactory psychometric properties of its scores in student populations. [less ▲]

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