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KELLER Ulrich

University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > LUCET

Main Referenced Co-authors
FISCHBACH, Antoine  (97)
MARTIN, Romain  (73)
UGEN, Sonja  (51)
SONNLEITNER, Philipp  (47)
Brunner, Martin (44)
Main Referenced Keywords
academic achievement (8); Genetics Lab (8); Luxembourg (7); Need for Cognition (7); complex problem solving (6);
Main Referenced Unit & Research Centers
Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Luxembourg Centre for Educational Testing (LUCET) (12)
LUCET (1)
Luxembourg Centre for Educational Testing (LUCET) (1)
Zenter fir d'Lëtzebuerger Sprooch (1)
Main Referenced Disciplines
Education & instruction (152)
Theoretical & cognitive psychology (37)
Social & behavioral sciences, psychology: Multidisciplinary, general & others (5)
Languages & linguistics (2)
Engineering, computing & technology: Multidisciplinary, general & others (2)

Publications (total 171)

The most downloaded
892 downloads
SONNLEITNER, P., Mayer, H., KELLER, U., & Hazotte, C. (2012). User’s guide to apply, configure and adapt the Genetics Lab. ORBilu-University of Luxembourg. https://orbilu.uni.lu/handle/10993/14796. https://hdl.handle.net/10993/14796

The most cited

313 citations (Scopus®)

Gogol, K., Brunner, M., Goetz, T., MARTIN, R., UGEN, S., KELLER, U., FISCHBACH, A., & Preckel, F. (2014). "My questionnaire is too long!" The assessments of motivational-affective constructs with three-item and single-item measures. Contemporary Educational Psychology, 39 (3), 188-205. doi:10.1016/j.cedpsych.2014.04.002 https://hdl.handle.net/10993/16428

COLLING, J., HORNUNG, C., ESCH, P., KELLER, U., HELLWIG, A.-L., & UGEN, S. (2024). Literacy Acquisition in German or French in the Pilot Project “Zesumme wuessen!” – Preliminary ÉpStan Results of Student Characteristics, Achievement, Motivation, and Parental Support. Esch-sur-Alzette, Luxembourg: Luxembourg Centre for Educational Testing (LUCET). doi:10.48746/ALPHA2024https://orbilu.uni.lu/handle/10993/61424

Breit, M., Brunner, M., FISCHBACH, A., WOLLSCHLÄGER, R., KELLER, U., UGEN, S., & Preckel, F. (2024). Academic Profile Development: An Investigation of Differentiation Processes Based on Students’ Level of Achievement and Grade Level. Journal of Educational Psychology. doi:10.1037/edu0000856
Peer Reviewed verified by ORBi

SONNLEITNER, P., KELLER, U., & Sperl, H. (2023). Entwicklung und Validierung des Luxemburger Orthografietests. https://orbilu.uni.lu/handle/10993/59560

COLLING, J., GRUND, A., KELLER, U., ESCH, P., FISCHBACH, A., & UGEN, S. (November 2023). Mathematics Achievement in Primary and Secondary Schools: A Comparison Between Students in European Public Schools and Students in Schools Following the Luxembourgish Curriculum [Paper presentation]. LuxERA Emerging Researchers' Conference 2023.
Peer reviewed

GEZER, E. T., BACKES, S., KELLER, U., & LENZ, T. (November 2023). Managing Diversity in Luxembourg’s Public Education System: Different Schools for Different Pupils? [Paper presentation]. LuxERA Emerging Researchers' Conference, Belval, Luxembourg.
Peer reviewed

COLLING, J., WOLLSCHLÄGER, R., KELLER, U., PRECKEL, F., & FISCHBACH, A. (25 August 2023). The Development of Need for Cognition: Longitudinal Differences across Secondary School Tracks [Paper presentation]. EARLI 2023, Thessaloniki, Greece.
Peer reviewed

GAMO, S., VLASSIS, J., SONNLEITNER, P., UGEN, S., KELLER, U., RATHMACHER, Y., & FISCHBACH, A. (17 August 2023). Quels impacts des contextes socio-économique et linguistique sur l’apprentissage des mathématiques au Luxembourg ? [Paper presentation]. Commission for the Study and Improvement of Mathematics Teaching 74, Malmö, Sweden.
Peer reviewed

GEZER, E. T., BACKES, S., KELLER, U., & LENZ, T. (August 2023). A Tale of Two Systems: European and Traditional Public Schools in Luxembourg - What Narratives Are Told, and Which Students Benefit? [Paper presentation]. ECER 2023, Glasgow, United Kingdom.
Peer reviewed

BACKES, S., GEZER, E. T., KELLER, U., & LENZ, T. (2023). Educational Trajectories in Luxembourg's European Public Schools. In S. LUCET (Ed.), European Public School Report 2023: Preliminary Results on Student Population, Educational Trajectories, Mathematics Achievement, and Stakeholder Perceptions (pp. 71-95). Luxembourg, Luxembourg: University of Luxembourg, LUCET.

GEZER, E. T., BACKES, S., KELLER, U., & LENZ, T. (2023). European Public Schools in Luxembourg: History, Overview, Attendance Rates, and Composition of the Student Population. In S. LUCET (Ed.), European Public School Report 2023: Preliminary Results on Student Population, Educational Trajectories, Mathematics Achievement, and Stakeholder Perceptions (pp. 3-38). Belval, Luxembourg: University of Luxembourg, LUCET.

LENZ, T., BACKES, S., COLLING, J., ESCH, P., FISCHBACH, A., GEZER, E. T., GRUND, A., KELLER, U., & UGEN, S. (2023). European Public School Report 2023: Preliminary results on student population, educational trajectories, mathematics achievement, and stakeholder perceptions. Esch/Alzette, Luxembourg: Luxembourg Centre for Educational Testing (LUCET) & Service de Coordination de la Recherche et de l’Innovation pédagogiques et technologiques (SCRIPT). doi:10.48746/eps2023https://orbilu.uni.lu/handle/10993/55481

COLLING, J., GRUND, A., KELLER, U., ESCH, P., & UGEN, S. (2023). Mathematics Achievement at Primary and Secondary School Level: A Comparison Between Curricula. In European Public School Report 2023: Preliminary Results on Student Population, Educational Trajectories, Mathematics Achievement, and Stakeholder Perceptions (pp. 98 - 149). Luxembourg: LUCET & SCRIPT. doi:10.48746/EPS2023-4

UGEN, S., LENZ, T., COLLING, J., GRUND, A., KELLER, U., ESCH, P., BACKES, S., GEZER, E. T., Hoffmann, D., Elisa, M., Weis, L., & FISCHBACH, A. (2023). Conclusion and Implications. In European Public School Report 2023: Preliminary Results on Student Population, Educational Trajectories, Mathematics Achievement, and Stakeholder Perceptions (pp. 150 - 162). Luxembourg: LUCET & SCRIPT. doi:10.48746/EPS2023-5

COLLING, J., WOLLSCHLÄGER, R., KELLER, U., Grass, J., Strobel, A., Preckel, F., & FISCHBACH, A. (2023). The relation between Self-Control, Need for Cognition and Action Orientation in secondary school students: A conceptual replication study. PLoS ONE. doi:10.1371/journal.pone.0286714
Peer Reviewed verified by ORBi

INOSTROZA FERNANDEZ, P. I., MICHELS, M. A., HORNUNG, C., GAMO, S., KELLER, U., Gierl, M., CARDOSO-LEITE, P., FISCHBACH, A., & SONNLEITNER, P. (14 April 2023). The impact of cognitive characteristics and image-based semantic embeddings on item difficulty [Paper presentation]. Annual Meeting of the National Council on Measurement in Education.

SONNLEITNER, P., INOSTROZA FERNANDEZ, P. I., MICHELS, M. A., HORNUNG, C., GAMO, S., & KELLER, U. (13 April 2023). Benefits of Using Cognitive Models Within a Mathematics Large-Scale Assessment [Paper presentation]. Annual Meeting of the National Council on Measurement in Education.

PIT-TEN CATE, I., ESCH, P., KELLER, U., FISCHBACH, A., & WOLLSCHLÄGER, R. (28 February 2023). Subjektives Wohlbefinden und akademische Leistung in der Grundschule: Längsschnittliche Befunde von der 3. bis zum 5. Klasse [Paper presentation]. Zehnte Tagung der Gesellschaft für Empirische Bildungsforschung, Essen, Germany.

KIJAMET, D., KELLER, U., BOUALAM, R., & UGEN, S. (2023). The Impact of Test Language on Phonological Short-Term Memory (PSTM) in a Multilingual Setting: Digits vs. Nonwords [Poster presentation]. ESCOP 2023 - 23rd Conference of the European Society for Cognitive Psychology, Porto, Portugal.
Peer reviewed

VAN DER WESTHUIZEN, L., Arens, A. K., KELLER, U., GREIFF, S., FISCHBACH, A., & NIEPEL, C. (2023). The formation of academic self-concept and interest in primary school: Examining the generalized internal/external frame of reference model with first- and third-grade children. Contemporary Educational Psychology. doi:10.1016/j.cedpsych.2023.102167
Peer Reviewed verified by ORBi

LEVY, J., Brunner, M., KELLER, U., & FISCHBACH, A. (2022). How sensitive are the evaluations of a school's effectiveness to the selection of covariates in the applied value‑added model? Educational Assessment, Evaluation and Accountability. doi:10.1007/s11092-022-09386-y
Peer Reviewed verified by ORBi

FISCHBACH, A., COLLING, J., LEVY, J., PIT-TEN CATE, I., ROSA, C., KRÄMER, C., KELLER, U., GAMO, S., HORNUNG, C., SONNLEITNER, P., UGEN, S., ESCH, P., & WOLLSCHLÄGER, R. (2022). Findings from the ÉpStan National Education Monitoring against the Background of the COVID-19 Pandemic. ORBilu-University of Luxembourg. https://orbilu.uni.lu/handle/10993/51279. doi:10.48746/bb2021LU-EN-34

Breit, M., Brunner, M., FISCHBACH, A., WOLLSCHLÄGER, R., KELLER, U., & Preckel, F. (21 April 2022). Academic Profile Development: An Investigation of Differentiation Processes Based on Students' Achievement and Grade Level [Paper presentation]. AERA 2022 Annual Meeting.

FISCHBACH, A., COLLING, J., KELLER, U., UGEN, S., ESCH, P., & WOLLSCHLÄGER, R. (2022). What is the impact of the COVID-19 pandemic on our education system? First insights from the November 2021 ÉpStan [Paper presentation]. Press Conference, Luxembourg.

PIT-TEN CATE, I., ESCH, P., KELLER, U., FISCHBACH, A., & WOLLSCHLÄGER, R. (09 March 2022). Subjektives Wohlbefinden in der 5. und 9. Schulklasse: gibt es einen Zusammenhang mit dem Bildungsweg und der schulischen Leistung? [Paper presentation]. 9. Tagung der GEBF, Bamberg (online), Germany.

COLLING, J., WOLLSCHLÄGER, R., KELLER, U., Preckel, F., & FISCHBACH, A. (January 2022). Need for Cognition and its relation to academic achievement in different learning environments. Learning and Individual Differences, 93. doi:10.1016/j.lindif.2021.102110
Peer Reviewed verified by ORBi

FISCHBACH, A., COLLING, J., LEVY, J., PIT-TEN CATE, I., ROSA, C., KRÄMER, C., KELLER, U., GAMO, S., HORNUNG, C., SONNLEITNER, P., UGEN, S., ESCH, P., & WOLLSCHLÄGER, R. (2022). Findings from the ÉpStan National Education Monitoring against the Background of the COVID-19 Pandemic. Online Supplement. ORBilu-University of Luxembourg. https://orbilu.uni.lu/handle/10993/51281. doi:10.48746/bb2021LU-EN-34b

WOLLSCHLÄGER, R., ESCH, P., KELLER, U., FISCHBACH, A., & PIT-TEN CATE, I. (2022). Academic Achievement and Subjective Well-being: A Representative Cross-sectional Study. In A. HEINEN, R. SAMUEL, C. Vögele, ... H. E. WILLEMS, Wohlbefinden und Gesundheit im Jugendalter (pp. 191-214). Wiesbaden, Germany: Springer VS. doi:10.1007/978-3-658-35744-3_10
Peer reviewed

HORNUNG, C., WOLLSCHLÄGER, R., KELLER, U., ESCH, P., MULLER, C., & FISCHBACH, A. (2021). Neue längsschnittliche Befunde aus dem nationalen Bildungsmonitoring ÉpStan in der 1. und 3. Klasse: Negativer Trend in der Kompetenzentwicklung und kein Erfolg bei Klassenwiederholungen. In LUCET & SCRIPT, Nationaler Bildungsbericht Luxemburg 2021 (pp. 44-55). Esch-sur-Alzette, Luxembourg: University og Luxembourg. doi:10.48746/bb2021lu-de-14a
Peer reviewed

HORNUNG, C., WOLLSCHLÄGER, R., KELLER, U., ESCH, P., MULLER, C., & FISCHBACH, A. (2021). Nouveaux résultats longitudinaux issus du monitoring scolaire national ÉpStan en première et troisième année scolaire (cycles 2.1 et 3.1) : tendance négative au niveau du développement des compétences et redoublements inefficaces. In LUCET & SCRIPT, Rapport national sur l’éducation au Luxembourg 2021 (pp. 44-55). Esch-sur-Alzette, Luxembourg: University og Luxembourg. doi:10.48746/bb2021lu-fr-14
Peer reviewed

SONNLEITNER, P., KRÄMER, C., GAMO, S., REICHERT, M., KELLER, U., & FISCHBACH, A. (2021). Neue längsschnittliche Befunde aus dem nationalen Bildungsmonitoring ÉpStan in der 3. und 9. Klasse: Schlechtere Ergebnisse und wirkungslose Klassenwiederholungen. In LUCET & SCRIPT (Eds.), Nationaler Bildungsbericht Luxemburg 2021 (pp. 117-123). Esch-sur-Alzette, Unknown/unspecified: University of Luxembourg. doi:10.48746/bb2021lu-de-24a

SONNLEITNER, P., KRÄMER, C., GAMO, S., REICHERT, M., KELLER, U., & FISCHBACH, A. (2021). Résultats longitudinaux récents issus du monitoring scolaire national ÉpStan en troisième et neuvième année scolaire : de moins bons résultats et des redoublements inefficaces. In LUCET & SCRIPT (Eds.), Rapport national sur l’éducation au Luxembourg 2021 (pp. 115-121). Esch-sur-Alzette, Unknown/unspecified: University of Luxembourg. doi:10.48746/bb2021lu-fr-24

FISCHBACH, A., COLLING, J., LEVY, J., PIT-TEN CATE, I., ROSA, C., KRÄMER, C., KELLER, U., GAMO, S., HORNUNG, C., SONNLEITNER, P., UGEN, S., ESCH, P., & WOLLSCHLÄGER, R. (2021). Résultats du monitoring scolaire national ÉpStan dans le contexte de la pandémie de COVID-19 (Matériels supplémentaires). In LUCET & SCRIPT (Eds.), Rapport National sur l´Éducation au Luxembourg 2021. Esch-sur-Alzette, Luxembourg: University of Luxembourg. doi:10.48746/BB2021LU-FR-34B
Peer reviewed

FISCHBACH, A., COLLING, J., LEVY, J., PIT-TEN CATE, I., ROSA, C., KRÄMER, C., KELLER, U., GAMO, S., HORNUNG, C., SONNLEITNER, P., UGEN, S., ESCH, P., & WOLLSCHLÄGER, R. (2021). Befunde aus dem nationalen Bildungsmonitoring ÉpStan vor dem Hintergrund der COVID-19 Pandemie (Supplement). In LUCET & SCRIPT (Eds.), Nationaler Bildungsbericht Luxemburg 2021. Esch-sur-Alzette, Luxembourg: University of Luxembourg. doi:10.48746/bb2021lu-de-34b
Peer reviewed

FISCHBACH, A., COLLING, J., LEVY, J., PIT-TEN CATE, I., ROSA, C., KRÄMER, C., KELLER, U., GAMO, S., HORNUNG, C., SONNLEITNER, P., UGEN, S., ESCH, P., & WOLLSCHLÄGER, R. (2021). Befunde aus dem nationalen Bildungsmonitoring ÉpStan vor dem Hintergrund der COVID-19- Pandemie. In LUCET & SCRIPT (Eds.), Nationaler Bildungsbericht Luxemburg 2021 (pp. 141-157). Esch-sur-Alzette, Luxembourg: University of Luxembourg. doi:10.48746/bb2021lu-de-34a
Peer reviewed

FISCHBACH, A., COLLING, J., LEVY, J., PIT-TEN CATE, I., ROSA, C., KRÄMER, C., KELLER, U., GAMO, S., HORNUNG, C., SONNLEITNER, P., UGEN, S., ESCH, P., & WOLLSCHLÄGER, R. (2021). Résultats du monitoring scolaire national ÉpStan dans le contexte de la pandémie de COVID-19. In LUCET & SCRIPT (Eds.), Rapport national sur l’éducation au Luxembourg 2021 (pp. 141-157). Esch-sur-Alzette, Luxembourg: University of Luxembourg. doi:10.48746/bb2021lu-fr-34
Peer reviewed

FISCHBACH, A., COLLING, J., LEVY, J., KELLER, U., UGEN, S., & WOLLSCHLÄGER, R. (November 2021). The Impact of the COVID-19 Pandemic on the Luxembourgish Education System: Differences between students based on background characteristics in elementary and secondary school [Paper presentation]. TREE Conference 2021, Bern, Switzerland.

COLLING, J., WOLLSCHLÄGER, R., KELLER, U., Preckel, F., & FISCHBACH, A. (November 2021). Need for Cognition and its relation to Self-Control and Action Orientation in Secondary School Students in Luxembourg [Paper presentation]. LuxERA ERC Conference 2021.

Klapproth, F., KELLER, U., & FISCHBACH, A. (10 September 2021). Long-Term Effects of Retention in Grade 8 in Luxembourg [Paper presentation]. European Conference on Educational Research 2021, Geneva, Switzerland.

Klapproth, F., KELLER, U., & FISCHBACH, A. (26 August 2021). Long-term effects of retention in grade 8 in Luxembourg [Paper presentation]. EARLI 2021, Gothenburg, Sweden.

FISCHBACH, A., COLLING, J., LEVY, J., KELLER, U., UGEN, S., ESCH, P., & WOLLSCHLÄGER, R. (2021). What has the COVID-19 crisis done to our education system? First insights from the November 2020 ÉpStan [Paper presentation]. Press Conference, Luxembourg.

LEVY, J., MUSSACK, D., Brunner, M., KELLER, U., CARDOSO-LEITE, P., & FISCHBACH, A. (11 November 2020). Tackling educational inequalities using school effectiveness measures [Paper presentation]. (Semi)virtual LuxERA Conference 2020, virtual and Esch-sur-Alzette, Luxembourg.

COLLING, J., WOLLSCHLÄGER, R., KELLER, U., Krischler, M., Preckel, F., & FISCHBACH, A. (11 November 2020). The development of Need for Cognition in secondary school: Differences across school tracks and subgroups of students [Paper presentation]. LuxERA Conference 2020 - Tackling Educational Inequalities in Luxembourg and Beyond.

MARTINI, S. F., KELLER, U., & UGEN, S. (November 2020). Is there a bilingual advantage in mathematics? [Paper presentation]. LuxERA Conference 2020.

LEVY, J., MUSSACK, D., Brunner, M., KELLER, U., CARDOSO-LEITE, P., & FISCHBACH, A. (July 2020). Can machine learning methods lead to more precise measures of school effectiveness? An application of various machine learning approaches in the estimation of school value-added scores [Paper presentation]. 12th Conference of the International Test Commission, Belval, Luxembourg.

VAN DER WESTHUIZEN, L., Arens, A. K., KELLER, U., GREIFF, S., FISCHBACH, A., & NIEPEL, C. (April 2020). Self-concept, interest, and achievement within and across math and verbal domains in first- and third-graders [Paper presentation]. American Educational Research Association, San Francisco, CA, United States.

COLLING, J., WOLLSCHLÄGER, R., KELLER, U., KRISCHLER, M., Preckel, F., & FISCHBACH, A. (March 2020). Need for Cognition and Academic Achievement: The Importance of Learning Environments [Paper presentation]. 8. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF2020), Potsdam, Germany.

Klapproth, F., KELLER, U., & FISCHBACH, A. (March 2020). Langzeiteffekte von Klassenwiederholungen in der Sekundarstufe [Paper presentation]. 8. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF2020), Potsdam, Germany.

LEVY, J., MUSSACK, D., Brunner, M., KELLER, U., CARDOSO-LEITE, P., & FISCHBACH, A. (March 2020). Contrasting classical and machine learning approaches in the estimation of value-added scores in large-scale educational data [Paper presentation]. 8. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF2020), Potsdam, Germany. doi:10.3389/fpsyg.2020.02190

LEVY, J., MUSSACK, D., Brunner, M., KELLER, U., CARDOSO-LEITE, P., & FISCHBACH, A. (2020). Contrasting Classical and Machine Learning Approaches in the Estimation of Value-Added Scores in Large-Scale Educational Data. Frontiers in Psychology, 11, 2190. doi:10.3389/fpsyg.2020.02190
Peer Reviewed verified by ORBi

COLLING, J., WOLLSCHLÄGER, R., KELLER, U., KRISCHLER, M., Preckel, F., & FISCHBACH, A. (06 November 2019). Need for Cognition across school tracks: The importance of learning environments [Paper presentation]. 1st Emerging Researchers' Conference of the Luxembourg Education Research Association (LuxERA), Esch-sur-Alzette, Luxembourg.

LEVY, J., Brunner, M., KELLER, U., & FISCHBACH, A. (06 November 2019). Similarities and differences of value-added scores from models with different covariates: A cluster analysis [Paper presentation]. 1st Emerging Researchers' Conference of the Luxembourg Education Research Association (LuxERA), Esch-sur-Alzette, Luxembourg.

VAN DER WESTHUIZEN, L., Arens, K., KELLER, U., GREIFF, S., FISCHBACH, A., & NIEPEL, C. (06 November 2019). Dimensional and Social Comparison Effects on Domain-Specific Academic Self-Concepts and Interests with First- and Third-Grade Students [Paper presentation]. LuxERA Emerging Researchers' Conference, Esch-sur-Alzette, Luxembourg.

LEVY, J., Brunner, M., KELLER, U., & FISCHBACH, A. (September 2019). Value-added models: To what extent do estimates of school effectiveness depend on the selection of covariates? [Paper presentation]. Gemeinsame Tagung der Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie (PaEpsy), University of Leipzig, Germany.

LEVY, J., Brunner, M., KELLER, U., & FISCHBACH, A. (August 2019). Value-added modeling in primary school: What covariates to include? [Paper presentation]. European Association for Research on Learning and Instruction (EARLI), Aachen, Germany.

LEVY, J., Brunner, M., KELLER, U., & FISCHBACH, A. (August 2019). Methodological Issues in Value-Added Modeling: An International Review from 26 Countries. Educational Assessment, Evaluation and Accountability, 31 (3), 257-287. doi:10.1007/s11092-019-09303-w
Peer Reviewed verified by ORBi

LEVY, J., Brunner, M., KELLER, U., & FISCHBACH, A. (July 2019). The use of value-added models for the identification of schools that perform “against the odds” [Poster presentation]. 5. Dortmund Symposium on Empirical Educational Research, Dortmund, Germany.

LEVY, J., Brunner, M., KELLER, U., & FISCHBACH, A. (April 2019). Exploration of Different School Value-Added Models in a Highly Heterogeneous Educational Context [Paper presentation]. AERA Annual Meeting, Toronto, Canada.

KELLER, U., Strobel, A., WOLLSCHLÄGER, R., MARTIN, R., GREIFF, S., Vainikainen, M.-P., & Preckel, F. (2019). A need for cognition scale for children and adolescents: Structural analysis and measurement invariance. European Journal of Psychological Assessment, 35, 137-149. doi:10.1027/1015-5759/a000370
Peer reviewed

SONNLEITNER, P., KRÄMER, C., GAMO, S., REICHERT, M., MULLER, C., KELLER, U., & UGEN, S. (2018). Schülerkompetenzen im Längsschnitt - Die Entwicklung von Deutsch-Leseverstehen und Mathematik in Luxemburg zwischen der 3. und 9. Klasse. Esch-sur-Alzette, Luxembourg: Luxembourg Centre for Educational Testing, Universität Luxemburg - Service de Coordination de la Recherche et de l'Innovation pédagogiques et technologiques (SCRIPT). https://orbilu.uni.lu/handle/10993/38686

HOFFMANN, D., HORNUNG, C., GAMO, S., ESCH, P., KELLER, U., & FISCHBACH, A. (2018). Les compétences scolaires des enfants au début du cycle 2 de l'école fondamentale au Luxembourg et leur développement après deux ans. Esch-sur-Alzette, Luxembourg: Luxembourg Centre for Educational Testing, Universität Luxemburg - Service de la Coordination de la Recherche et de l'Innovation pédagogiques et technologiques. https://orbilu.uni.lu/handle/10993/38685

HOFFMANN, D., HORNUNG, C., GAMO, S., ESCH, P., KELLER, U., & FISCHBACH, A. (2018). Schulische Kompetenzen von Erstklässlern und ihre Entwicklung nach zwei Jahren. Esch-sur-Alzette, Luxembourg: Luxembourg Centre for Educational Testing, Universität Luxemburg - Service de la Coordination de la Recherche et de l'Innovation pédagogiques et technologiques. https://orbilu.uni.lu/handle/10993/38687

SONNLEITNER, P., KRÄMER, C., GAMO, S., REICHERT, M., MULLER, C., KELLER, U., & UGEN, S. (09 November 2018). Longitudinal development of students‘ competencies in Mathematics and German reading comprehension [Paper presentation]. 1st conference of the Luxembourg Educational Research Association.

HOFFMANN, D., Hornung, C., GAMO, S., ESCH, P., KELLER, U., & FISCHBACH, A. (08 November 2018). Schulische Kompetenzen von Erstklässlern und ihre Entwicklung nach zwei Jahren [Poster presentation]. Luxembourg Educational Research Assocation Conference LuxERA, Belval, Luxembourg.

LEVY, J., Brunner, M., KELLER, U., & FISCHBACH, A. (08 November 2018). Wat droen d’Schoulen zur Leeschtung vu Schülerinnen a Schüler bäi? E systemateschen Iwwerbléck iwwer déi aktuell Fuerschungslag an Uwennung u lëtzebuergesche Längsschnëtt-Donnéeën [Paper presentation]. Inaugural Conference of the Luxembourg Educational Research Association LuxERA, Esch-sur-Alzette, Luxembourg.

Klapproth, F., FISCHBACH, A., KELLER, U., & UGEN, S. (November 2018). Wie wirken sich Klassenwiederholungen in der Sekundarstufe 1 auf spätere Schulnoten aus? Eine Längsschnittanalyse [Paper presentation]. Inaugural Conference of the Luxembourg Educational Research Association LuxERA, Esch-sur-Alzette, Luxembourg.

LEVY, J., KELLER, U., Brunner, M., & FISCHBACH, A. (September 2018). Value-added (VA) modelling: An Integrative Review of 674 Publications and VA Application in the Luxembourg School Monitoring Programme [Paper presentation]. ECER 2018, Bolzano, Italy.

LEVY, J., GAMO, S., KELLER, U., Brunner, M., & FISCHBACH, A. (July 2018). Évaluation de l'efficacité du système éducatif par le calcul de valeur ajoutée (VA) : Revue de littérature et exploration de modèles de VA dans un contexte scolaire hautement hétéroclite [Paper presentation]. 23e Journées Internationales de Psychologie Différentielle, Luxembourg, Luxembourg.

GAMO, S., SONNLEITNER, P., HOFFMANN, D., HORNUNG, C., UGEN, S., KELLER, U., & FISCHBACH, A. (11 January 2018). Parcours scolaires et performance mathématique des élèves scolarisés au Luxembourg : Effet du contexte langagier et socio-économiques [Paper presentation]. 30 ème colloque de l'ADMEE-EUROPE, Esch-Belval, Luxembourg.

LEVY, J., GAMO, S., KELLER, U., Brunner, M., & FISCHBACH, A. (January 2018). Modéliser la « valeur ajoutée » en éducation primaire et secondaire : 674 publications en revue [Paper presentation]. 30e Colloque de l’ADMEE-Europe, Esch-Alzette, Luxembourg.

Brunner, M., KELLER, U., Wenger, M., FISCHBACH, A., & Lüdtke, O. (2018). Between‐school variation in students’ achievement, motivation, affect, and learning strategies: Results from 81 countries for planning group‐randomized trials in education. Journal of Research on Educational Effectiveness, 11 (3), 452-478. doi:10.1080/19345747.2017.1375584
Peer reviewed

SONNLEITNER, P., KRÄMER, C., GAMO, S., REICHERT, M., MULLER, C., KELLER, U., & UGEN, S. (2018). Évolution en compréhension écrite en allemand et en mathématiques entre la classe de 3e et la classe de 9e. Esch-sur-Alzette, Luxembourg: Luxembourg Centre for Educational Testing, Universität Luxemburg - Service de Coordination de la Recherche et de l'Innovation pédagogiques et technologiques (SCRIPT). https://orbilu.uni.lu/handle/10993/38684

KREIS, Y., DORDING, C., KELLER, U., Porro, V., & Jadoul, R. (2018). Dynamische Mathematik und computergestützte Tests: GeoGebra in TAO. In S. Ladel, J. Knopf, ... A. Weinberger (Eds.), Digitalisierung und Bildung (pp. 59-80). Wiesbaden, Germany: Springer VS. doi:10.1007/978-3-658-18333-2_4

LEVY, J., KELLER, U., Brunner, M., & FISCHBACH, A. (December 2017). Value-Added Modelling in Primary and Secondary School: An Integrative Review of 674 Publications [Paper presentation]. London International Conference on Education, Cambridge, United Kingdom.

NIEPEL, C., KELLER, U., GREIFF, S., & FISCHBACH, A. (September 2017). Dimensional and social comparisons effects on domain-specific self-concepts and interests: An examination of the generalized I/E model in first- and third-graders [Paper presentation]. 9th SELF Biennial International Conference, Melbourne, Australia.

NIEPEL, C., GREIFF, S., KELLER, U., & FISCHBACH, A. (August 2017). Dimensional comparisons in primary school. A validation of the generalized I/E model [Paper presentation]. 17th Conference of the EARLI, Tampere, Finland.

KELLER, U., Strobel, A., MARTIN, R., & Preckel, F. (14 March 2017). Domänenspeziftät von Need for Cognition bei Sekundarschülerinnen und -schülern [Paper presentation]. 5. Tagung der Gesellschaft für Empirische Bildungsforschung, Heidelberg, Germany.

NIEPEL, C., GREIFF, S., KELLER, U., & FISCHBACH, A. (March 2017). Effekte sozialer und dimensionaler Vergleiche auf fachspezifische Selbstkonzepte und Interessen bei Grundschulkindern [Paper presentation]. 5th Conference of the German Association of Empirical Educational Research (GEBF), Heidelberg, Germany.

KELLER, U., Strobel, A., MARTIN, R., & Preckel, F. (2017). Domain-Specificity of Need for Cognition Among High School Students. European Journal of Psychological Assessment, Advance online publication, 1-10. doi:10.1027/1015-5759/a000437
Peer reviewed

SONNLEITNER, P., KELLER, U., MARTIN, R., Latour, T., & Brunner, M. (2017). Assessing Complex Problem Solving in the Classroom: Meeting Challenges and Opportunities. In B. Csapó & J. Funke (Eds.), The Nature of Problem Solving. Using research to inspire 21st century learning (pp. 159-173). Paris, France: OECD.
Peer reviewed

KELLER, U., Strobel, A., MARTIN, R., FISCHBACH, A., ESCH, P., & Preckel, F. (June 2016). Différences inter‐ et intraindividuelles en besoin de cognition [Poster presentation]. 22èmes Journées Internationales de Psychologie Différentielle, Chambéry, France.

Boehm, B., Krug, A., Mergen, C., KELLER, U., LORPHELIN, D., FISCHBACH, A., & UGEN, S. (2016). Die PISA-Studie 2015. In SCRIPT & LUCET (Eds.), PISA 2015. Nationaler Bericht Luxemburg. Luxembourg, Unknown/unspecified: MENJE.

UGEN, S., KELLER, U., LORPHELIN, D., Boehm, B., & FISCHBACH, A. (2016). Befunde zum Luxemburger Regelschulwesen. In SCRIPT & LUCET (Eds.), PISA 2015. Nationaler Bericht Luxemburg. Luxembourg, Unknown/unspecified: MENJE.

Boehm, B., FISCHBACH, A., KELLER, U., LORPHELIN, D., & UGEN, S. (2016). Luxemburg im internationalen Vergleich. In SCRIPT & LUCET (Eds.), PISA 2015. Nationaler Bericht Luxemburg. Luxembourg, Unknown/unspecified: MENJE.

Boehm, B., UGEN, S., FISCHBACH, A., KELLER, U., & LORPHELIN, D. (2016). Zusammenfassung der Ergebnisse in Luxemburg. In SCRIPT & LUCET (Eds.), PISA 2015. Nationaler Bericht Luxemburg (pp. 4-12). Luxembourg, Unknown/unspecified: MENJE.

Boehm, B., UGEN, S., FISCHBACH, A., KELLER, U., & LORPHELIN, D. (2016). Résumé des résultats au Luxembourg. In SCRIPT & LUCET (Eds.), PISA 2015. Rapport national Luxembourg (pp. 4-12). Luxembourg, Unknown/unspecified: MENJE.

Klapproth, F., SCHALTZ, P., Brunner, M., KELLER, U., FISCHBACH, A., UGEN, S., & MARTIN, R. (2016). Short-term and medium-term effects of grade retention in secondary school on academic achievement and psychosocial outcome variables. Learning and Individual Differences, 50, 182-194. doi:10.1016/j.lindif.2016.08.014
Peer reviewed

WOLLSCHLÄGER, R., KELLER, U., Strobel, A., & Preckel, F. (September 2015). Need for Cognition im Grundschulalter: Erfassung und nomologisches Netzwerk (Arbeitsgruppe „Kognitive Motivation in Lern- und Leistungssituationen“) [Paper presentation]. 15. Tagung der Fachgruppe Pädagogische Psychologie, Kassel, Germany.

KELLER, U., WOLLSCHLÄGER, R., Strobel, A., & Preckel, F. (September 2015). Erfassung und Bedeutung von Need for Cognition im Grundschulalter [Paper presentation]. 13. Arbeitstagung der Fachgruppe Differentielle Psychologie, Persönlichkeitspsychologie und Psychologische Diagnostik, Mainz, Germany.

SONNLEITNER, P., Brunner, M., KELLER, U., & MARTIN, R. (August 2015). Complex Problem Solving Provides a Fairer Picture of Multilingual Students’ Cognitive Potential [Paper presentation]. 16th Biennial EARLI Conference, Limassol, Cyprus.

Klapproth, F., SCHALTZ, P., Brunner, M., KELLER, U., FISCHBACH, A., UGEN, S., & MARTIN, R. (March 2015). Kurz- und mittelfristige Effekte von Klassenwiederholungen in der luxemburgischen Sekundarstufe I auf die leistungsbezogene und psychoemotionale Entwicklung der Schülerinnen und Schüler [Paper presentation]. 3. Tagung der Gesellschaft für Empirische Bildungsforschung, Bochum, Germany.

SONNLEITNER, P., Brunner, M., KELLER, U., & MARTIN, R. (March 2015). Can Computer-Based Assessment of Complex Problem Solving Reveal Otherwise Hidden Cognitive Potential of Multilingual, Immigrant Students? [Paper presentation]. International Convention of Psychological Science, Amsterdam, Netherlands.

FISCHBACH, A., LORPHELIN, D., KELLER, U., UGEN, S., VILLANYI, D., & MARTIN, R. (2015). Unterschiede zwischen Schullaufbahnen. In R. MARTIN, S. UGEN, ... A. FISCHBACH (Eds.), Épreuves Standardisées: Bildungsmonitoring für Luxemburg. Nationaler Bericht 2011 bis 2013 (pp. 72-84). Esch/Alzette, Unknown/unspecified: University of Luxembourg, LUCET.

DIERENDONCK, C., MILMEISTER, M., MILMEISTER, P., WEIS, C., REICHERT, M., UGEN, S., KELLER, U., SONNLEITNER, P., & MARTIN, R. (2015). Mise en place d’une démarche qualité pour le dispositif ÉpStan. In R. MARTIN, S. UGEN, ... A. FISCHBACH (Eds.), Épreuves Standardisées: Bildungsmonitoring für Luxemburg. Nationaler Bericht 2011 bis 2013 (pp. 98-109). Esch/ Alzette, Unknown/unspecified: University of Luxembourg, LUCET.

KELLER, U., VILLANYI, D., FISCHBACH, A., LORPHELIN, D., SONNLEITNER, P., MULLER, C., & MARTIN, R. (2015). Unterschiede zwischen Schulformen. In R. MARTIN, S. UGEN, ... A. FISCHBACH (Eds.), Épreuves Standardisées: Bildungsmonitoring für Luxemburg. Nationaler Bericht 2011 bis 2013 (pp. 58-71). Esch/Alzette, Unknown/unspecified: University of Luxembourg, LUCET.

FISCHBACH, A., KELLER, U., Preckel, F., & Brunner, M. (September 2014). PISA-Kompetenzwerte sagen Bildungserträge voraus [Paper presentation]. 49. Kongress der Deutschen Gesellschaft für Psychologie, Bochum, Germany.

KELLER, U., Preckel, F., Strobel, A., FISCHBACH, A., UGEN, S., VILLANYI, D., & MARTIN, R. (September 2014). Konstruktion und Validierung einer domänenspezifischen Need for Cognition-Skala [Paper presentation]. 49. Kongress der Deutschen Gesellschaft für Psychologie, Bochum, Germany.

FISCHBACH, A., KELLER, U., Preckel, F., & Brunner, M. (June 2014). Les scores de compétences PISA sont prédictifs des résultats et carrières scolaires [Poster presentation]. 21èmes Journées Internationales de Psychologie Différentielle, Paris, France.

GAMO, S., SONNLEITNER, P., HORNUNG, C., LORPHELIN, D., KELLER, U., & MARTIN, R. (June 2014). Différence de genre en mathématiques chez les élèves de 3ème et 9ème année d’étude : Etude à grande échelle au Grand-Duché de Luxembourg [Poster presentation]. 21èmes Journées Internationales de Psychologie Différentielle, JIPD, Paris, France.

SONNLEITNER, P., GAMO, S., HORNUNG, C., FISCHBACH, A., DIERENDONCK, C., UGEN, S., KELLER, U., LORPHELIN, D., & MARTIN, R. (April 2014). Assessing Mathematical Competencies within the Luxembourgish School Monitoring Program: Covering the range from 1st to 9th grade [Paper presentation]. 6th Expert Meeting on Mathematical Thinking and Learning, Leiden, Netherlands.

GAMO, S., SONNLEITNER, P., HORNUNG, C., LORPHELIN, D., KELLER, U., & MARTIN, R. (30 March 2014). Gender differences in mathematics achievement in 3rd and 9th grade students: A large-scale study in Luxembourg [Poster presentation]. 6th Expert Meeting on Mathematical Thinking and Learning, Leiden, Leiden, Netherlands.

MARTIN, R., KELLER, U., REICHERT, M., DIERENDONCK, C., UGEN, S., & FISCHBACH, A. (January 2014). Befunde zu den Herausforderungen des luxemburgischen Schulsystems aus Sicht verschiedener large-scale Studien [Paper presentation]. Scientific exchange, Kiel, Germany.

KELLER, U., FRANÇOIS, E., FISCHBACH, A., BUSANA, G., KOENIG, V., DOUBLET, S., KOCH, W., & MARTIN, R. (January 2014). Die Online-Testplattform OASYS [Paper presentation]. Scientific exchange, Kiel, Germany.

KELLER, U., UGEN, S., VILLANYI, D., & FISCHBACH, A. (January 2014). Need for Cognition: Messinvarianz, Domänenspezifität, Stabilität und prädiktive Validität [Paper presentation]. Scientific exchange, Kiel, Germany.

FISCHBACH, A., KELLER, U., & LORPHELIN, D. (January 2014). Skalierung und Verankerung der Épreuves Standardisées (ÉpStan) [Paper presentation]. Scientific exchange, Kiel, Germany.

SONNLEITNER, P., Brunner, M., KELLER, U., & MARTIN, R. (2014). Differential relations between facets of complex problem solving and students’ immigration background. Journal of Educational Psychology, Advance online publication. doi:10.1037/a0035506
Peer Reviewed verified by ORBi

LORPHELIN, D., KELLER, U., FISCHBACH, A., & Brunner, M. (2014). Data processing, analyses and reporting. In A. FISCHBACH, S. UGEN, ... R. MARTIN (Eds.), ÉpStan Technical Report (pp. 12-29). Luxembourg, Luxembourg: University of Luxembourg.

WRULICH, M., Brunner, M., Stadler, G., SCHALKE, D., KELLER, U., & MARTIN, R. (2014). Forty years on: Childhood intelligence predicts health in middle adulthood. Health Psychology, 33 (3), 292-296. doi:10.1037/a0030727
Peer Reviewed verified by ORBi

Gogol, K., Brunner, M., Goetz, T., MARTIN, R., UGEN, S., KELLER, U., FISCHBACH, A., & Preckel, F. (2014). "My questionnaire is too long!" The assessments of motivational-affective constructs with three-item and single-item measures. Contemporary Educational Psychology, 39 (3), 188-205. doi:10.1016/j.cedpsych.2014.04.002
Peer reviewed

DIERENDONCK, C., SONNLEITNER, P., UGEN, S., KELLER, U., FISCHBACH, A., & MARTIN, R. (August 2013). La mesure de la motivation et de l'effort des élèves dans le cadre des épreuves standardisées au Luxembourg [Paper presentation]. Congrès AREF 2013.

WRULICH, M., BRUNNER, M., Stadler, G., SCHALKE, D., KELLER, U., Chmiel, M., & MARTIN, R. (2013). Childhood intelligence and adult health: The mediating roles of education and socioeconomic status. Intelligence, 41 (5), 490-500. doi:10.1016/j.intell.2013.06.015
Peer reviewed

Brunner, M., GOGOL, K., SONNLEITNER, P., KELLER, U., Krauss, S., & Preckel, F. (2013). Gender Differences in the Mean Level, Variability, and Profile Shape of Student Achievement: Results From 41 Countries. Intelligence, 41 (5), 378-395. doi:10.1016/j.intell.2013.05.009
Peer reviewed

Mayer, H., Hazotte, C., Djaghloul, Y., Latour, T., SONNLEITNER, P., Brunner, M., KELLER, U., FRANÇOIS, E., & MARTIN, R. (2013). Using Complex Problem Solving Simulations for General Cognitive Ability Assessment: the Genetics Lab Framework. International Journal of Information Science and Intelligent System, 2 (4), 71-88.
Peer reviewed

MARTIN, R., FISCHBACH, A., KELLER, U., UGEN, S., DIERENDONCK, C., & Böhm, B. (2013). Herausforderungen und Perspektiven. In SCRIPT & EMACS (Eds.), PISA 2012. Nationaler Bericht Luxemburg (pp. 160-171). Luxembourg, Unknown/unspecified: MENFP.

Böhm, B., FISCHBACH, A., UGEN, S., MULLER, C., REICHERT, M., SONNLEITNER, P., KELLER, U., Bertemes, J., & MARTIN, R. (2013). Luxemburger Schülerinnen und Schüler im internationalen Vergleich. In SCRIPT & EMACS (Eds.), PISA 2012. Nationaler Bericht Luxemburg (pp. 37-58). Luxembourg, Unknown/unspecified: MENFP.

KELLER, U., SONNLEITNER, P., VILLANYI, D., FISCHBACH, A., LORPHELIN, D., UGEN, S., Böhm, B., & MARTIN, R. (2013). Unterschiede zwischen Schulformen und das Pilotprojekt PROCI. In SCRIPT & EMACS (Eds.), PISA 2012. Nationaler Bericht Luxemburg (pp. 88-99). Luxembourg, Unknown/unspecified: MENFP.

SONNLEITNER, P., KELLER, U., MARTIN, R., & Brunner, M. (2013). Students’ Complex Problem-Solving Abilities: Their Structure and Relations to Reasoning Ability and Educational Success. Intelligence, 41 (5), 289-305. doi:10.1016/j.intell.2013.05.002
Peer reviewed

SONNLEITNER, P., Brunner, M., KELLER, U., & MARTIN, R. (2013). The Genetics Lab: A case study on computer-based assessment within a multilingual sample of „digital natives“ [Paper presentation]. 12th European Conference on Psychological Assessment.

FISCHBACH, A., KELLER, U., Preckel, F., & BRUNNER, M. (2013). PISA proficiency scores predict educational outcomes. Learning and Individual Differences, 24, 63-72. doi:10.1016/j.lindif.2012.10.012
Peer reviewed

SONNLEITNER, P., Brunner, M., GREIFF, S., Funke, J., KELLER, U., MARTIN, R., Hazotte, C., Mayer, H., & Latour, T. (2012). The Genetics Lab. Acceptance and psychometric characteristics of a computer-based microworld to assess Complex Problem Solving. Psychological Test and Assessment Modeling, 54, 54-72.
Peer Reviewed verified by ORBi

SONNLEITNER, P., Brunner, M., KELLER, U., Hazotte, C., Mayer, H., Latour, T., & MARTIN, R. (2012). The Genetics Lab_Theoretical background & psychometric evaluation. Luxembourg: University of Luxembourg. https://orbilu.uni.lu/handle/10993/14789

CHMIEL, M., BRUNNER, M., KELLER, U., SCHALKE, D., WRULICH, M., & MARTIN, R. (2012). Does Childhood General Cognitive Ability at Age 12 Predict Subjective Well-Being at Age 52? Journal of Research in Personality, 46, 627-631. doi:10.1016/j.jrp.2012.06.006
Peer reviewed

SONNLEITNER, P., Mayer, H., KELLER, U., & Hazotte, C. (2012). User’s guide to apply, configure and adapt the Genetics Lab. ORBilu-University of Luxembourg. https://orbilu.uni.lu/handle/10993/14796.

MULLER, C., REICHERT, M., UGEN, S., KELLER, U., & BRUNNER, M. (2012). Befunde zum Migrationshintergrund und zum sozio-ökonomischen Familienhintergrund. In R. Martin & M. Brunner (Eds.), Épreuves Standardisées. Nationaler Bericht 2011-2012 (pp. 54-87). Luxembourg: University of Luxembourg, EMACS.

SONNLEITNER, P., Brunner, M., KELLER, U., Hazotte, C., Mayer, H., Latour, T., & MARTIN, R. (2012). The Genetics Lab: a computer-based test to assess students' complex problem solving abilities. Luxembourg: University of Luxembourg.

KELLER, U., & SONNLEITNER, P. (2012). Genetics Lab scoring algorithm. Luxembourg: University of Luxembourg.

SONNLEITNER, P., Brunner, M., KELLER, U., Latour, T., & MARTIN, R. (2012). Intelligence as assessed by modern computer-based problem solving scenarios [Paper presentation]. The 8th Conference of the International Test Commission, Amsterdam, Netherlands.

BRUNNER, M., FISCHBACH, A., REICHERT, M., UGEN, S., DIERENDONCK, C., KELLER, U., & MARTIN, R. (2012). Épreuves Standardisées: Ziele und methodische Grundlagen. In R. MARTIN & M. Brunner (Eds.), Épreuves Standardisées. Nationaler Bericht 2011‐2012 (pp. 4-35). Luxembourg: University of Luxembourg, EMACS.

KELLER, U., LORPHELIN, D., MULLER, C., FISCHBACH, A., & MARTIN, R. (2012). Unterschiede zwischen Schulformen. In R. MARTIN & M. Brunner (Eds.), Épreuves Standardisées. Nationaler Bericht 2011‐2012 (pp. 88-97). Luxembourg: University of Luxembourg, EMACS.

SONNLEITNER, P., BRUNNER, M., KELLER, U., GREIFF, S., Funke, J., MARTIN, R., Latour, T., Hazotte, C., & Mayer, H. (26 September 2011). Genetics Lab: Intelligenzdiagnostik durch computerbasierte Problemlöseszenarien: Konstruktvalidität, Testmotivation und der Mehrwert von Prozessmaßen [Paper presentation]. 11th Conference of the DPPD, Saarbrücken, Germany.

UGEN, S., BRUNNER, M., FISCHBACH, A., KELLER, U., REICHERT, M., DIERENDONCK, C., Artelt, C., & MARTIN, R. (July 2011). Reading comprehension strategies of biliterate students in German and French [Paper presentation]. 18th Annual SSSR Meeting, St. Pete Beach, Florida, United States.

SONNLEITNER, P., BRUNNER, M., KELLER, U., GREIFF, S., Funke, J., MARTIN, R., Latour, T., Hazotte, C., & Mayer, H. (27 April 2011). The Genetics Lab: On the usability and psychometric properties of a newly developed microworld to assess Complex Problem Solving in student samples [Paper presentation]. 3rd Szeged Workshop on Educational Evaluation, Hungary.

SONNLEITNER, P., Brunner, M., KELLER, U., GREIFF, S., Funke, J., & MARTIN, R. (2011). Challenges of modern Computer Based Assessment: Usability, Scoring, and “Digital Natives” [Paper presentation]. TAO Days 2011, Luxembourg, Luxembourg.

SONNLEITNER, P., Brunner, M., KELLER, U., MARTIN, R., Latour, T., Hazotte, C., & Mayer, H. (2011). Assessing Intelligence for Education in the 21st Century: The Benefits of Microworlds [Paper presentation]. Congress of the International Society for the Study of Individual Differences, London, United Kingdom.

SONNLEITNER, P., Brunner, M., KELLER, U., MARTIN, R., & Latour Thibaud. (2011). The Genetics Lab - A new Computer-Based Problem Solving Scenario to assess Intelligence [Paper presentation]. 11th European Conference on Psychological Assessment, Riga, Latvia.

Brunner, M., KELLER, U., SONNLEITNER, P., GOGOL, K., & Preckel, F. (2011). Geschlechtsunterschiede in Lesen und Mathematik: Ergebnisse aus 69 Ländern [Paper presentation]. 11. Arbeitstagung der Fachgruppe Differentielle Psychologie, Persönlichkeitspsychologie und Psychologische Diagnostik, Saarbrücken, Germany.

Brunner, M., KELLER, U., SONNLEITNER, P., GOGOL, K., & Preckel, F. (2011). Geschlechtsunterschiede in Schülerleistungen und in der Lernmotivation: Eine internationale Perspektive [Paper presentation]. 13. Fachgruppentagung Pädagogische Psychologie der DGPs, Erfurt, Germany.

BRUNNER, M., KELLER, U., DIERENDONCK, C., REICHERT, M., FISCHBACH, A., UGEN, S., & MARTIN, R. (September 2010). Ein neues Strukturmodell akademischer Selbstkonzepte: Das nested Marsh/Shavelson Modell [Paper presentation]. 47. Kongress der Deutschen Gesellschaft für Psychologie, Bremen, Germany.

REICHERT, M., UGEN, S., FISCHBACH, A., KELLER, U., & BRUNNER, M. (September 2010). Evaluation von Plurilingualität in einer multilingualen Gesellschaft: bloße Herausforderung und/oder Chance? [Paper presentation]. 3. Bundeskongress des GMF, Augsburg, Germany.

KREIS, Y., DORDING, C., & KELLER, U. (30 June 2010). GeoGebraPrim - GeoGebra for Primary School [Paper presentation]. Computer Algebra and Dynamic Geometry Systems in Mathematics Education (CADGME) 2010, Hluboká nad Vltavou, Czechia.

REICHERT, M., KELLER, U., & MARTIN, R. (2010). The C-test, the TCF and the CEFR: a validation study. In R. Grotjahn (Ed.), Der C-Test: Beiträge aus der aktuellen Forschung. The C-Test: Contributions from Current Research (pp. 205-231). Frankfurt/Main, Germany: Peter Lang.

BRUNNER, M., KELLER, U., DIERENDONCK, C., REICHERT, M., UGEN, S., FISCHBACH, A., & MARTIN, R. (2010). The structure of academic self-concepts revisited: The nested Marsh/Shavelson model. Journal of Educational Psychology, 102 (4), 964-981. doi:10.1037/a0019644
Peer Reviewed verified by ORBi

UGEN, S., BRUNNER, M., DIERENDONCK, C., FISCHBACH, A., REICHERT, M., KELLER, U., Boehm, B., & MARTIN, R. (2010). Kompetenzerwerb in Bezug auf das kulturelle und sozio‐ökonomische Umfeld. In SCRIPT & EMACS (Eds.), PISA 2009. Nationaler Bericht Luxemburg (pp. 41-54). Luxembourg, Unknown/unspecified: MENFP.

SONNLEITNER, P., Brunner, M., KELLER, U., GREIFF, S., Funke, J., & MARTIN, R. (2010). Wandel im Bildungswesen, zunehmende Komplexität und Web 2.0: Sind traditionelle Intelligenztests noch "up to date"? [Poster presentation]. 47.Kongress der Deutschen Gesellschaft für Psychologie, Bremen, Germany.

KELLER, U., REICHERT, M., BRUNNER, M., FISCHBACH, A., DIERENDONCK, C., Boehm, B., & MARTIN, R. (2010). Unterschiede zwischen Schulformen und Schulen. In SCRIPT & EMACS (Eds.), PISA 2009. Nationaler Bericht Luxemburg (pp. 65-77). Luxembourg, Unknown/unspecified: MENFP.

Boehm, B., BRUNNER, M., DIERENDONCK, C., FISCHBACH, A., KELLER, U., MARTIN, R., REICHERT, M., UGEN, S., & Lanners, M. (2010). Luxemburger Schülerinnen und Schüler im internationalen Vergleich. In SCRIPT & EMACS (Eds.), PISA 2009. Nationaler Bericht Luxemburg (pp. 29-40). Luxembourg, Unknown/unspecified: MENFP.

BRUNNER, M., UGEN, S., DIERENDONCK, C., FISCHBACH, A., KELLER, U., REICHERT, M., Boehm, B., & MARTIN, R. (2010). Jungen und Mädchen. In SCRIPT & EMACS (Eds.), PISA 2009. Nationaler Bericht Luxemburg (pp. 55-64). Luxembourg, Unknown/unspecified: MENFP.

Boehm, B., BRUNNER, M., DIERENDONCK, C., FISCHBACH, A., KELLER, U., MARTIN, R., REICHERT, M., & UGEN, S. (2010). Zusammenfassung der Ergebnisse von PISA 2009. In SCRIPT & EMACS (Eds.), PISA 2009. Nationaler Bericht Luxemburg (pp. 105-106). Luxembourg, Unknown/unspecified: MENFP.

KREIS, Y., DORDING, C., & KELLER, U. (2010). GeoGebraPrim - GeoGebra in der Grundschule. In A. M. Lindmeier & S. Ufer (Eds.), Beiträge zum Mathematikunterricht 2010 (pp. 513-516). Münster, Germany: WTM-Verlag. doi:10.17877/DE290R-13545

SONNLEITNER, P., GREIFF, S., BRUNNER, M., KELLER, U., MARTIN, R., Latour, T., & Funke, J. (06 September 2009). COGSIM. Measuring general cognitive ability using computer-based complex problem solving scenarios [Paper presentation]. Invited Symposium, Walferdange, Luxembourg.

BRUNNER, M., KELLER, U., HORNUNG, C., REICHERT, M., & MARTIN, R. (2009). The cross-cultural generalizability of a new structural model of academic self-concepts. Learning and Individual Differences, 19, 387-403. doi:10.1016/j.lindif.2008.11.008
Peer reviewed

KELLER, U., BRUNNER, M., MARTIN, R., & Schietz, C. (2008). A nation-wide, computer-based school monitoring program. International Journal of Psychology, 43 (3/4), 860-862.

KELLER, U., MARTIN, R., REICHERT, M., BRUNNER, M., & BUSANA, G. (2008). A Nation-Wide Computer-based School Monitoring Program. International Journal of Psychology, 43, 104.
Peer reviewed

MARTIN, R., KELLER, U., REICHERT, M., SCHANDELER, I., BUSANA, G., Latour, T., & KOENIG, V. (2008). A web-based system for the evaluation of information processing strategies in the domain of scientific literacy. XXIX International Congress of Psychology.
Peer reviewed

KELLER, U., & REICHERT, M. (2008). Monitoring scolaire au Luxembourg: Testing assisté par ordinateur et reportage de résultats automatisé [Paper presentation]. 20th Admée-Europe colloquium, Geneva, Switzerland.

Boehm, B., BRUNNER, M., Ries, E., Schock, C., KELLER, U., REICHERT, M., BURTON, R., & MARTIN, R. (2007). Les élèves du Luxembourg par rapport à la moyenne internationale PISA 2006. In Rapport National Luxembourg (pp. 21-29). Ministère de l'Éducation nationale et de la Formation professionelle, SCRIPT & Université du Luxembourg, Unité de Recherche EMACS.

Boehm, B., BRUNNER, M., Ries, E., Schock, C., KELLER, U., REICHERT, M., BURTON, R., & MARTIN, R. (2007). Luxemburger Schülerinnen und Schüler im internationalen Vergleich PISA 2006. In Nationaler Bericht Luxemburg (pp. 21-29). Ministerium für Erziehung und Berufsausbildung, SCRIPT & Universität Luxemburg, Forschungseinheit EMACS.

KELLER, U., REICHERT, M., BURTON, R., BRUNNER, M., Boehm, B., & MARTIN, R. (2007). Différences observées selon le type d'enseignement et l'établissement fréquenté PISA 2006. In Rapport National Luxembourg (pp. 55-69). Ministère de l'Éducation nationale et de la Formation professionelle, SCRIPT & Université du Luxembourg, Unité de Recherche EMACS.

BURTON, R., REICHERT, M., BRUNNER, M., KELLER, U., Boehm, B., & MARTIN, R. (2007). Migrationshintergrund und sozio-ökonomischer Status der Schülerinnen und Schüler PISA 2006. In Nationaler Bericht Luxemburg (pp. 31-45). Ministerium für Erziehung und Berufsausbildung, SCRIPT & Universität Luxemburg, Forschungseinheit EMACS.

BRUNNER, M., KELLER, U., BURTON, R., REICHERT, M., Boehm, B., & MARTIN, R. (2007). Garçons et filles PISA 2006. In Rapport National Luxembourg (pp. 45-53). Ministère de l'Éducation nationale et de la Formation professionelle, SCRIPT & Université du Luxembourg, Unité de Recherche EMACS.

MARTIN, R., BRUNNER, M., KELLER, U., REICHERT, M., BURTON, R., & Boehm, B. (2007). Wie funktioniert das Luxemburger Schulsystem? PISA 2006. In Nationaler Bericht Luxemburg (pp. 73-76). Ministerium für Erziehung und Berufsausbildung, SCRIPT & Universität Luxemburg, Forschungseinheit EMACS.

Bertemes, J., Blanke, I., Boehm, B., BRUNNER, M., BURTON, R., FABER, T., KELLER, U., Lanners, M., MARTIN, R., REICHERT, M., Ries, E., & Schock, C. (2007). PISA 2006. In Rapport National Luxembourg. Ministère de l'Éducation nationale et de la Formation professionelle, SCRIPT & Université du Luxembourg, Unité de Recherche EMACS.

BURTON, R., REICHERT, M., BRUNNER, M., KELLER, U., Boehm, B., & MARTIN, R. (2007). Lieu de naissance et statut socio-économique des élèves PISA 2006. In Rapport National Luxembourg (pp. 31-44). Ministère de l'Éducation nationale et de la Formation professionelle, SCRIPT & Université du Luxembourg, Unité de Recherche EMACS.

MARTIN, R., BRUNNER, M., KELLER, U., REICHERT, M., BURTON, R., & Boehm, B. (2007). Comment fontionne le système scolaire luxembourgeois? PISA 2006. In Rapport National Luxembourg (pp. 71-74). Ministère de l'Éducation nationale et de la Formation professionelle, SCRIPT & Université du Luxembourg, Unité de Recherche EMACS.

KELLER, U., REICHERT, M., BURTON, R., BRUNNER, M., Boehm, B., & MARTIN, R. (2007). Unterschiede zwischen Schulformen und Schulen PISA 2006. In Nationaler Bericht Luxemburg. Ministerium für Erziehung und Berufsausbildung, SCRIPT & Universität Luxemburg, Forschungseinheit EMACS.

MARTIN, R., BRUNNER, M., KELLER, U., REICHERT, M., BURTON, R., & Boehm, B. (2007). Wie funktioniert das luxemburgische Schulsystem? Pisa 2006. In Nationaler Bericht Luxemburg. Ministère de l' Education nationale et de la Formation professionnelle Université du Luxembourg.

BRUNNER, M., KELLER, U., BURTON, R., REICHERT, M., Boehm, B., & MARTIN, R. (2007). Jungen und Mädchen PISA 2006. In Nationaler Bericht Luxemburg. Ministerium für Erziehung und Berufsausbildung, SCRIPT & Universität Luxemburg, Forschungseinheit EMACS.

BURTON, R., REICHERT, M., BRUNNER, M., KELLER, U., Böhm, B., & MARTIN, R. (2007). Lieu de naissance et statut socio-économique des élèves. In B. Boehm, M. Brunner, R. BURTON, T. Faber, U. KELLER, M. Lanners, ... R. MARTIN (Eds.), Résultats de l’étude PISA 2006. Luxembourg, Luxembourg: MENFP.

Bertemes, J., Blanke, I., Boehm, B., BRUNNER, M., BURTON, R., FABER, T., KELLER, U., Lanners, M., MARTIN, R., REICHERT, M., Ries, E., & Schock, C. (2007). Résultats de l’étude PISA 2006. https://orbilu.uni.lu/handle/10993/12006

KELLER, U., BRUNNER, M., MARTIN, R., REICHERT, M., & KERGER, S. (2007). Erste Schritte zu einem Bildungsmonitoring in Luxemburg: Ergebnisse der Erhebungen im September 2005 und Juli 2006. Luxembourg, Luxembourg: University of Luxembourg & MENFP. https://orbilu.uni.lu/handle/10993/14418

REICHERT, M., KELLER, U., & MARTIN, R. (2006). Le C-Test: un nouveau chemin idéal pour une évaluation valide de compétences linguistiques? [Paper presentation]. 19ème Colloque International de l'ADMEE-Europe:" L'évaluation au 21ème siècle. Vers de nouvelles formes, modélisations et pratiques de l'évaluation? ", Luxembourg, Luxembourg.

REICHERT, M., KELLER, U., & MARTIN, R. (2006). Le Test de Connaissance du Français et le C-Test. Etude sur la comparabilité entre les deux instruments. Walferdange, Luxembourg: University of Luxembourg, EMACS. https://orbilu.uni.lu/handle/10993/14422

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