  | GEZER, E. T., BACKES, S., KELLER, U., & LENZ, T. (2024). Die Öffentlichen Europaschulen (EPS) als Antwort auf demographische Veränderungen in Luxemburg? In Nationaler Bildungsbericht Luxemburg 2024. Esch-Belval, Luxembourg: LUCET.  Peer reviewed |
 | HORNUNG, C., COLLING, J., ESCH, P., KELLER, U., HELLWIG, A.-L., & UGEN, S. (2024). Erste Ergebnisse zum Pilotprojekt „ALPHA – zesumme wuessen“: Zusammensetzung der Schülerschaft, Schulleistungen und Motivation im Vergleich. In Nationaler Bildungsbericht 2024 (pp. 52-53). Luxembourg Centre for Educational Testing (LUCET); University of Luxembourg. doi:10.48746/bb2024lu-de-11 Peer reviewed |
 | COLLING, J., ESCH, P., ROSA, C., KELLER, U., WOLLSCHLÄGER, R., UGEN, S., & FISCHBACH, A. (2024). Auswirkungen der COVID-19-Pandemie auf die schulischen Kompetenzen von Grundschüler*innen in Luxemburg: Erste längsschnittliche Befunde aus den „Épreuves Standardisées“ (ÉpStan). In Nationaler Bildungsbericht 2024 (pp. 112-123). Luxembourg Centre for Educational Testing (LUCET); University of Luxembourg. doi:10.48746/bb2024lu-de-25a Peer reviewed |
 | COLLING, J., GRUND, A., KELLER, U., ESCH, P., FISCHBACH, A., & UGEN, S. (2024). Unterschiede zwischen Öffentlichen Europaschulen und Schulen, die dem luxemburgischen Lehrplan folgen: Eine Querschnittsanalyse von Mathematikleistungen in der Grund- und Sekundarschule. In Nationaler Bildungsbericht 2024 (pp. 154-163). Luxembourg Centre for Educational Testing (LUCET); University of Luxembourg. Peer reviewed |
 | COLLING, J., GRUND, A., KELLER, U., ESCH, P., FISCHBACH, A., & UGEN, S. (2024). Differences in Mathematics Achievement Between Students from European Public Schools and Students Following the Luxembourgish Curriculum: A Cross-Sectional Analysis at Primary and Secondary School Level. In Nationaler Bildungsbericht 2024 (Online Supplement). Luxembourg Centre for Educational Testing (LUCET); University of Luxembourg. Peer reviewed |
 | OTTENBACHER, M.* , WOLLSCHLÄGER, R.* , KELLER, U., SONNLEITNER, P., HORNUNG, C., ESCH, P., FISCHBACH, A., & UGEN, S. (2024). Nationaler Bildungsbericht 2024. (3). Esch-sur-Alzette, Luxembourg: Luxembourg Center for Educational Testing (LUCET). doi:10.48746/bb2024lu-de-12ahttps://orbilu.uni.lu/handle/10993/63690 * These authors have contributed equally to this work. |
KAUFMANN, L. M., KELLER, U., SONNLEITNER, P., FISCHBACH, A., & HORNUNG, C. (07 November 2024). Grade repetition during COVID-19: Investigating early childcare and school support as potential protective factors [Paper presentation]. LuxERA Conference 2024, Belval, Luxembourg. Peer reviewed |
HELLWIG, A.-L., COLLING, J., KELLER, U., ESCH, P., UGEN, S., & HORNUNG, C. (07 November 2024). Fairer school start in Luxembourg: First findings of the pilot project „Zesumme Wuessen!“ offering literacy acquisition in German or French [Paper presentation]. LuxERA Luxembourg Educational Research Association Conference 2024, Belval, Luxembourg. Peer reviewed |
BERNARD, S., RATHMACHER, Y., KELLER, U., KINIF, P. S. G., & SONNLEITNER, P.*. (17 September 2024). autoMATH: automatic mathematic item generation purposefully not powered by AI [Paper presentation]. 53rd DGPs Congress / 15th ÖGP Conference, Vienna, Austria. Peer reviewed |
KAUFMANN, L. M., KELLER, U., SONNLEITNER, P., FISCHBACH, A., & HORNUNG, C. (17 September 2024). Early childcare and support in school during COVID-19: Investigating potential protective factors against educational inequality [Paper presentation]. DGPS Congress, Vienna, Austria. Peer reviewed |
BERNARD, S., RATHMACHER, Y., KINIF, P. S. G., KELLER, U., & SONNLEITNER, P.*. (03 July 2024). Automatic math item generator “autoMATH”: Bridging the gap between tradition and AI? [Paper presentation]. Iternational Test Commission (ITC) Conference 2024, Granada, Spain. Peer reviewed |
 | 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 |
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 [Paper presentation]. Journée « Alpha – Zesumme wuessen! » & Collège des Directeurs, Luxembourg, Luxembourg. |
  | 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 |
 | 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 |
 | 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. |
 | 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. |
 | 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 |
 | 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. |
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. |
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. |
 | 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 |
 | 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 |
 | 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 |
 | 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 |
 | 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 |
 | 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., 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. |
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. |
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. |
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. |
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 |
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. (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 |
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. |
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. |
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). 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. (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. (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 verified by ORBi |
 | 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). 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 |
 | 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 |
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. |
 | 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., 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 verified by ORBi |
 | 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 |
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. |
 | 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., & 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 verified by ORBi |
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. |
 | 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 verified by ORBi |
 | 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. |
 | 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., 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. |
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., 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. |
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. |
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. |
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. |
 | 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., 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. |
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. |
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. |
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. |
 | 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. |
 | 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 |
 | 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 verified by ORBi |
 | 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. |
 | 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 verified by ORBi |
 | 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 verified by ORBi |
 | 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 |
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. |
 | 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. |
 | 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 |
 | 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 verified by ORBi |
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. |
 | 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. |
 | 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 |
 | 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. |
 | 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. |
 | 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., 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., 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 |
 | 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., 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. |
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. |
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 Schülerleistungen und in der Lernmotivation: Eine internationale Perspektive [Paper presentation]. 13. Fachgruppentagung Pädagogische Psychologie der DGPs, Erfurt, 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. |
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. |
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. |
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. |
 | 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 |
 | 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. |
 | 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. |
 | 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 |
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. |
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 |
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., 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 |
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 |
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. |
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). 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. |
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. |
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. |
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 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. |
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. |
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. |
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. |
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 |
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. |
