Ulrich Keller
|
|
||||
| Faculty or Centre | Faculty of Humanities, Education and Social Sciences | ||||
| Department | LUCET | ||||
| Postal Address |
Université du Luxembourg Maison des Sciences Humaines 11, Porte des Sciences L-4366 Esch-sur-Alzette |
||||
| Campus Office | MSH, E03 25-210 | ||||
|
|||||
| Telephone | (+352) 46 66 44 9278 | ||||
- Diplom-Psychologe (Master in Psychologe), 2005, University of Trier
- Research associate, University of Luxembourg, 2005-2007
- Scientific staff member, University of Luxembourg, 2008-present
Member of the following Research Area Group:
- School monitoring and large scale studies
Research interests
- Large-scale assessment
- Causality theory
- Online assessment
Projects:
- Épreuves Standardisées
- COGSIM
- PISA
Last updated on: Wednesday, 20 September 2017
Articles published in scientific periodicals
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; ; ; ; ;
in Contemporary Educational Psychology (2023)
How sensitive are the evaluations of a school's effectiveness to the selection of covariates in the applied value‑added model?; ; ;
in Educational Assessment, Evaluation and Accountability (2022)
Need for Cognition and its relation to academic achievement in different learning environments; ; ; ;
in Learning and Individual Differences (2022), 93
Contrasting Classical and Machine Learning Approaches in the Estimation of Value-Added Scores in Large-Scale Educational Data; ; ; ; ;
in Frontiers in Psychology (2020), 11
Methodological Issues in Value-Added Modeling: An International Review from 26 Countries; ; ;
in Educational Assessment, Evaluation and Accountability (2019), 31(3), 257-287
A need for cognition scale for children and adolescents: Structural analysis and measurement invariance; ; ; ; ; ;
in European Journal of Psychological Assessment (2019), 35
Between‐school variation in students’ achievement, motivation, affect, and learning strategies: Results from 81 countries for planning group‐randomized trials in education; ; ; ;
in Journal of Research on Educational Effectiveness (2018), 11(3), 452-478
Domain-Specificity of Need for Cognition Among High School Students; ; ;
in European Journal of Psychological Assessment (2017), Advance online publication
Short-term and medium-term effects of grade retention in secondary school on academic achievement and psychosocial outcome variables; ; ; ; ; ;
in Learning and Individual Differences (2016), 50
"My questionnaire is too long!" The assessments of motivational-affective constructs with three-item and single-item measures; ; ; ; ; ; ;
in Contemporary Educational Psychology (2014), 39(3), 188-205
Differential relations between facets of complex problem solving and students’ immigration background; ; ;
in Journal of Educational Psychology (2014), Advance online publication
Forty years on: Childhood intelligence predicts health in middle adulthood.; ; ; ; ;
in Health Psychology (2014), 33(3), 292-296
Gender Differences in the Mean Level, Variability, and Profile Shape of Student Achievement: Results From 41 Countries; ; ; ; ;
in Intelligence (2013), 41(5), 378-395
PISA proficiency scores predict educational outcomes; ; ;
in Learning and Individual Differences (2013), 24
Using Complex Problem Solving Simulations for General Cognitive Ability Assessment: the Genetics Lab Framework; ; ; ; ; ; ; ;
in International Journal of Information Science and Intelligent System (2013), 2(4), 71-88
Students’ Complex Problem-Solving Abilities: Their Structure and Relations to Reasoning Ability and Educational Success; ; ;
in Intelligence (2013), 41(5), 289-305
Childhood intelligence and adult health: The mediating roles of education and socioeconomic status; ; ; ; ; ;
in Intelligence (2013), 41(5), 490-500
Does Childhood General Cognitive Ability at Age 12 Predict Subjective Well-Being at Age 52?; ; ; ; ;
in Journal of Research in Personality (2012), 46
The Genetics Lab. Acceptance and psychometric characteristics of a computer-based microworld to assess Complex Problem Solving; ; ; ; ; ; ; ;
in Psychological Test and Assessment Modeling (2012), 54
The structure of academic self-concepts revisited: The nested Marsh/Shavelson model; ; ; ; ; ;
in Journal of Educational Psychology (2010), 102(4), 964-981
The cross-cultural generalizability of a new structural model of academic self-concepts.; ; ; ;
in Learning and Individual Differences (2009), 19
A Nation-Wide Computer-based School Monitoring Program; ; ; ;
in International Journal of Psychology (2008), 43
Scientific congresses, symposiums and conference proceedings – Papers published in a journal
A nation-wide, computer-based school monitoring program; ; ;
in International Journal of Psychology (2008), 43(3/4), 860-862
A web-based system for the evaluation of information processing strategies in the domain of scientific literacy; ; ; ; ; ;
in XXIX International Congress of Psychology (2008)
Contributions to collective works
Academic Achievement and Subjective Well-being: A Representative Cross-sectional Study; ; ; ;
in Heinen, Andreas; Samuel, Robin; Vögele, Claus; Willems, Helmut Erich (Eds.) Wohlbefinden und Gesundheit im Jugendalter (2022)
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 (Eds.) Nationaler Bildungsbericht Luxemburg 2021 (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 (Eds.) Rapport national sur l’éducation au Luxembourg 2021 (2021)
Befunde aus dem nationalen Bildungsmonitoring ÉpStan vor dem Hintergrund der COVID-19 Pandemie (Supplement); ; ; ; ; ; ; ; ; ; ; ;
in LUCET; SCRIPT (Eds.) Nationaler Bildungsbericht Luxemburg 2021 (2021)
Befunde aus dem nationalen Bildungsmonitoring ÉpStan vor dem Hintergrund der COVID-19- Pandemie; ; ; ; ; ; ; ; ; ; ; ;
in LUCET; SCRIPT (Eds.) Nationaler Bildungsbericht Luxemburg 2021 (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 (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 (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 (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 (2021)
Dynamische Mathematik und computergestützte Tests: GeoGebra in TAO; ; ; ;
in Ladel, Silke; Knopf, Julia; Weinberger, Armin (Eds.) Digitalisierung und Bildung (2018)
Assessing Complex Problem Solving in the Classroom: Meeting Challenges and Opportunities; ; ; ;
in Csapó, Beno; Funke, Joachim (Eds.) The Nature of Problem Solving. Using research to inspire 21st century learning (2017)
Luxemburg im internationalen Vergleich; ; ; ;
in SCRIPT; LUCET (Eds.) PISA 2015. Nationaler Bericht Luxemburg (2016)
Die PISA-Studie 2015; ; ; ; ; ;
in SCRIPT; LUCET (Eds.) PISA 2015. Nationaler Bericht Luxemburg (2016)
Résumé des résultats au Luxembourg; ; ; ;
in SCRIPT; LUCET (Eds.) PISA 2015. Rapport national Luxembourg (2016)
Zusammenfassung der Ergebnisse in Luxemburg; ; ; ;
in SCRIPT; LUCET (Eds.) PISA 2015. Nationaler Bericht Luxemburg (2016)
Befunde zum Luxemburger Regelschulwesen; ; ; ;
in SCRIPT; LUCET (Eds.) PISA 2015. Nationaler Bericht Luxemburg (2016)
Mise en place d’une démarche qualité pour le dispositif ÉpStan; ; ; ; ; ; ; ;
in Martin, Romain; Ugen, Sonja; Fischbach, Antoine (Eds.) Épreuves Standardisées: Bildungsmonitoring für Luxemburg. Nationaler Bericht 2011 bis 2013 (2015)
Unterschiede zwischen Schullaufbahnen; ; ; ; ;
in Martin, Romain; Ugen, Sonja; Fischbach, Antoine (Eds.) Épreuves Standardisées: Bildungsmonitoring für Luxemburg. Nationaler Bericht 2011 bis 2013 (2015)
Unterschiede zwischen Schulformen; ; ; ; ; ;
in Martin, Romain; Ugen, Sonja; Fischbach, Antoine (Eds.) Épreuves Standardisées: Bildungsmonitoring für Luxemburg. Nationaler Bericht 2011 bis 2013 (2015)
Data processing, analyses and reporting; ; ;
in Fischbach, Antoine; Ugen, Sonja; Martin, Romain (Eds.) ÉpStan Technical Report (2014)
Luxemburger Schülerinnen und Schüler im internationalen Vergleich; ; ; ; ; ; ; ;
in SCRIPT; EMACS (Eds.) PISA 2012. Nationaler Bericht Luxemburg (2013)
Unterschiede zwischen Schulformen und das Pilotprojekt PROCI; ; ; ; ; ; ;
in SCRIPT; EMACS (Eds.) PISA 2012. Nationaler Bericht Luxemburg (2013)
Herausforderungen und Perspektiven; ; ; ; ;
in SCRIPT; EMACS (Eds.) PISA 2012. Nationaler Bericht Luxemburg (2013)
Épreuves Standardisées: Ziele und methodische Grundlagen; ; ; ; ; ;
in Martin, Romain; Brunner, Martin (Eds.) Épreuves Standardisées. Nationaler Bericht 2011‐2012 (2012)
Unterschiede zwischen Schulformen; ; ; ;
in Martin, Romain; Brunner, Martin (Eds.) Épreuves Standardisées. Nationaler Bericht 2011‐2012 (2012)
Befunde zum Migrationshintergrund und zum sozio-ökonomischen Familienhintergrund; ; ; ;
in Martin, Romain; Brunner, Martin (Eds.) Épreuves Standardisées. Nationaler Bericht 2011-2012 (2012)
Zusammenfassung der Ergebnisse von PISA 2009; ; ; ; ; ; ;
in SCRIPT; EMACS (Eds.) PISA 2009. Nationaler Bericht Luxemburg (2010)
Luxemburger Schülerinnen und Schüler im internationalen Vergleich; ; ; ; ; ; ; ;
in SCRIPT; EMACS (Eds.) PISA 2009. Nationaler Bericht Luxemburg (2010)
Jungen und Mädchen; ; ; ; ; ; ;
in SCRIPT; EMACS (Eds.) PISA 2009. Nationaler Bericht Luxemburg (2010)
Unterschiede zwischen Schulformen und Schulen; ; ; ; ; ;
in SCRIPT; EMACS (Eds.) PISA 2009. Nationaler Bericht Luxemburg (2010)
The C-test, the TCF and the CEFR: a validation study.; ;
in Grotjahn, Rüdiger (Ed.) Der C-Test: Beiträge aus der aktuellen Forschung. The C-Test: Contributions from Current Research (2010)
Kompetenzerwerb in Bezug auf das kulturelle und sozio‐ökonomische Umfeld; ; ; ; ; ; ;
in SCRIPT; EMACS (Eds.) PISA 2009. Nationaler Bericht Luxemburg (2010)
Les élèves du Luxembourg par rapport à la moyenne internationale PISA 2006; ; ; ; ; ; ;
in Rapport National Luxembourg (2007)
Luxemburger Schülerinnen und Schüler im internationalen Vergleich PISA 2006; ; ; ; ; ; ;
in Nationaler Bericht Luxemburg (2007)
Lieu de naissance et statut socio-économique des élèves PISA 2006; ; ; ; ;
in Rapport National Luxembourg (2007)
Migrationshintergrund und sozio-ökonomischer Status der Schülerinnen und Schüler PISA 2006; ; ; ; ;
in Nationaler Bericht Luxemburg (2007)
Lieu de naissance et statut socio-économique des élèves.; ; ; ; ;
in Boehm, B; Brunner, M; Burton, Réginald; Faber, T; Keller, Ulrich; Lanners, M; Martin, Romain (Eds.) Résultats de l’étude PISA 2006 (2007)
Différences observées selon le type d'enseignement et l'établissement fréquenté PISA 2006; ; ; ; ;
in Rapport National Luxembourg (2007)
Unterschiede zwischen Schulformen und Schulen PISA 2006; ; ; ; ;
in Nationaler Bericht Luxemburg (2007)
Comment fontionne le système scolaire luxembourgeois? PISA 2006; ; ; ; ;
in Rapport National Luxembourg (2007)
Wie funktioniert das Luxemburger Schulsystem? PISA 2006; ; ; ; ;
in Nationaler Bericht Luxemburg (2007)
Wie funktioniert das luxemburgische Schulsystem? Pisa 2006.; ; ; ; ;
in Nationaler Bericht Luxemburg (2007)
Scientific congresses, symposiums and conference proceedings – Papers published in a book
GeoGebraPrim - GeoGebra in der Grundschule; ;
in Lindmeier, Anke M.; Ufer, Stefan (Eds.) Beiträge zum Mathematikunterricht 2010 (2010)
E-Prints/Working papers – already available on another site
Findings from the ÉpStan National Education Monitoring against the Background of the COVID-19 Pandemic; ; ; ; ; ; ; ; ; ; ; ;
E-print/Working paper (2022)
Findings from the ÉpStan National Education Monitoring against the Background of the COVID-19 Pandemic. Online Supplement; ; ; ; ; ; ; ; ; ; ; ;
E-print/Working paper (2022)
Scientific congresses, symposiums and conference proceedings – Unpublished conferences
The impact of cognitive characteristics and image-based semantic embeddings on item difficulty; ; ; ; ; ; ; ;
Scientific Conference (2023, April 14)
Benefits of Using Cognitive Models Within a Mathematics Large-Scale Assessment; ; ; ; ;
Scientific Conference (2023, April 13)
Subjektives Wohlbefinden und akademische Leistung in der Grundschule: Längsschnittliche Befunde von der 3. bis zum 5. Klasse.; ; ; ;
Scientific Conference (2023, February 28)
Academic Profile Development: An Investigation of Differentiation Processes Based on Students' Achievement and Grade Level; ; ; ; ;
Scientific Conference (2022, April 21)
Subjektives Wohlbefinden in der 5. und 9. Schulklasse: gibt es einen Zusammenhang mit dem Bildungsweg und der schulischen Leistung?; ; ; ;
Scientific Conference (2022, March 09)
Need for Cognition and its relation to Self-Control and Action Orientation in Secondary School Students in Luxembourg; ; ; ;
Scientific Conference (2021, November)
The Impact of the COVID-19 Pandemic on the Luxembourgish Education System: Differences between students based on background characteristics in elementary and secondary school; ; ; ; ;
Scientific Conference (2021, November)
Long-Term Effects of Retention in Grade 8 in Luxembourg; ;
Scientific Conference (2021, September 10)
The development of Need for Cognition in secondary school: Differences across school tracks and subgroups of students; ; ; ; ;
Scientific Conference (2020, November 11)
Tackling educational inequalities using school effectiveness measures; ; ; ; ;
Scientific Conference (2020, November 11)
Self-concept, interest, and achievement within and across math and verbal domains in first- and third-graders; ; ; ; ;
Scientific Conference (2020, April)
Need for Cognition and Academic Achievement: The Importance of Learning Environments; ; ; ; ;
Scientific Conference (2020, March)
Langzeiteffekte von Klassenwiederholungen in der Sekundarstufe; ;
Scientific Conference (2020, March)
Contrasting classical and machine learning approaches in the estimation of value-added scores in large-scale educational data.; ; ; ; ;
Scientific Conference (2020, March)
Need for Cognition across school tracks: The importance of learning environments; ; ; ; ;
Scientific Conference (2019, November 06)
Similarities and differences of value-added scores from models with different covariates: A cluster analysis; ; ;
Scientific Conference (2019, November 06)
Dimensional and Social Comparison Effects on Domain-Specific Academic Self-Concepts and Interests with First- and Third-Grade Students; ; ; ; ;
Scientific Conference (2019, November 06)
Value-added models: To what extent do estimates of school effectiveness depend on the selection of covariates?; ; ;
Scientific Conference (2019, September)
Value-added modeling in primary school: What covariates to include?; ; ;
Scientific Conference (2019, August)
Exploration of Different School Value-Added Models in a Highly Heterogeneous Educational Context; ; ;
Scientific Conference (2019, April)
Longitudinal development of students‘ competencies in Mathematics and German reading comprehension; ; ; ; ; ;
Scientific Conference (2018, November 09)
Wat droen d’Schoulen zur Leeschtung vu Schülerinnen a Schüler bäi? E systemateschen Iwwerbléck iwwer déi aktuell Fuerschungslag an Uwennung u lëtzebuergesche Längsschnëtt-Donnéeën; ; ;
Scientific Conference (2018, November 08)
Wie wirken sich Klassenwiederholungen in der Sekundarstufe 1 auf spätere Schulnoten aus? Eine Längsschnittanalyse; ; ;
Scientific Conference (2018, November)
Value-added (VA) modelling: An Integrative Review of 674 Publications and VA Application in the Luxembourg School Monitoring Programme; ; ;
Scientific Conference (2018, September)
Parcours scolaires et performance mathématique des élèves scolarisés au Luxembourg : Effet du contexte langagier et socio-économiques.; ; ; ; ; ;
Scientific Conference (2018, January 11)
Modéliser la « valeur ajoutée » en éducation primaire et secondaire : 674 publications en revue; ; ; ;
Scientific Conference (2018, January)
Value-Added Modelling in Primary and Secondary School: An Integrative Review of 674 Publications; ; ;
Scientific Conference (2017, December)
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; ; ;
Scientific Conference (2017, September)
Dimensional comparisons in primary school. A validation of the generalized I/E model; ; ;
Scientific Conference (2017, August)
Domänenspeziftät von Need for Cognition bei Sekundarschülerinnen und -schülern; ; ;
Scientific Conference (2017, March 14)
Effekte sozialer und dimensionaler Vergleiche auf fachspezifische Selbstkonzepte und Interessen bei Grundschulkindern; ; ;
Scientific Conference (2017, March)
Erfassung und Bedeutung von Need for Cognition im Grundschulalter; ; ;
Scientific Conference (2015, September)
Need for Cognition im Grundschulalter: Erfassung und nomologisches Netzwerk (Arbeitsgruppe „Kognitive Motivation in Lern- und Leistungssituationen“); ; ;
Scientific Conference (2015, September)
Complex Problem Solving Provides a Fairer Picture of Multilingual Students’ Cognitive Potential; ; ;
Scientific Conference (2015, August)
Kurz- und mittelfristige Effekte von Klassenwiederholungen in der luxemburgischen Sekundarstufe I auf die leistungsbezogene und psychoemotionale Entwicklung der Schülerinnen und Schüler; ; ; ; ; ;
Scientific Conference (2015, March)
Can Computer-Based Assessment of Complex Problem Solving Reveal Otherwise Hidden Cognitive Potential of Multilingual, Immigrant Students?; ; ;
Scientific Conference (2015, March)
Konstruktion und Validierung einer domänenspezifischen Need for Cognition-Skala; ; ; ; ; ;
Scientific Conference (2014, September)
Assessing Mathematical Competencies within the Luxembourgish School Monitoring Program: Covering the range from 1st to 9th grade.; ; ; ; ; ; ; ;
Scientific Conference (2014, April)
La mesure de la motivation et de l'effort des élèves dans le cadre des épreuves standardisées au Luxembourg; ; ; ; ;
Scientific Conference (2013, August)
The Genetics Lab: A case study on computer-based assessment within a multilingual sample of „digital natives“; ; ;
Scientific Conference (2013)
Intelligence as assessed by modern computer-based problem solving scenarios; ; ; ;
Scientific Conference (2012)
Genetics Lab: Intelligenzdiagnostik durch computerbasierte Problemlöseszenarien: Konstruktvalidität, Testmotivation und der Mehrwert von Prozessmaßen; ; ; ; ; ; ; ;
Scientific Conference (2011, September 26)
Reading comprehension strategies of biliterate students in German and French; ; ; ; ; ; ;
Scientific Conference (2011, July)
The Genetics Lab: On the usability and psychometric properties of a newly developed microworld to assess Complex Problem Solving in student samples; ; ; ; ; ; ; ;
Scientific Conference (2011, April 27)
Geschlechtsunterschiede in Lesen und Mathematik: Ergebnisse aus 69 Ländern.; ; ; ;
Scientific Conference (2011)
Geschlechtsunterschiede in Schülerleistungen und in der Lernmotivation: Eine internationale Perspektive.; ; ; ;
Scientific Conference (2011)
Challenges of modern Computer Based Assessment: Usability, Scoring, and “Digital Natives”; ; ; ; ;
Scientific Conference (2011)
The Genetics Lab - A new Computer-Based Problem Solving Scenario to assess Intelligence; ; ; ;
Scientific Conference (2011)
Assessing Intelligence for Education in the 21st Century: The Benefits of Microworlds; ; ; ; ; ;
Scientific Conference (2011)
Ein neues Strukturmodell akademischer Selbstkonzepte: Das nested Marsh/Shavelson Modell; ; ; ; ; ;
Scientific Conference (2010, September)
Evaluation von Plurilingualität in einer multilingualen Gesellschaft: bloße Herausforderung und/oder Chance?; ; ; ;
Scientific Conference (2010, September)
COGSIM. Measuring general cognitive ability using computer-based complex problem solving scenarios; ; ; ; ; ;
Scientific Conference (2009, September 06)
Monitoring scolaire au Luxembourg: Testing assisté par ordinateur et reportage de résultats automatisé;
Scientific Conference (2008)
Le C-Test: un nouveau chemin idéal pour une évaluation valide de compétences linguistiques?; ;
Scientific Conference (2006)
Scientific congresses, symposiums and conference proceedings – Posters
The use of value-added models for the identification of schools that perform “against the odds”; ; ;
Poster (2019, July)
Schulische Kompetenzen von Erstklässlern und ihre Entwicklung nach zwei Jahren.; ; ; ; ;
Poster (2018, November 08)
Les scores de compétences PISA sont prédictifs des résultats et carrières scolaires; ; ;
Poster (2014, June)
Gender differences in mathematics achievement in 3rd and 9th grade students: A large-scale study in Luxembourg.; ; ; ; ;
Poster (2014, March 30)
Scientific presentations in Universities or research centres
Need for Cognition: Messinvarianz, Domänenspezifität, Stabilität und prädiktive Validität; ; ;
Presentation (2014, January)
Befunde zu den Herausforderungen des luxemburgischen Schulsystems aus Sicht verschiedener large-scale Studien; ; ; ; ;
Presentation (2014, January)
Expert Reports
Schulische Kompetenzen von Erstklässlern und ihre Entwicklung nach zwei Jahren.; ; ; ; ;
Report (2018)
Internal Reports
Software
The Genetics Lab: a computer-based test to assess students' complex problem solving abilities; ; ; ; ; ;
Software (2012)
