Carmen Köhler
Carmen Köhler
DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation
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Zitiert von
Zitiert von
A bias-corrected RMSD item fit statistic: An evaluation and comparison to alternatives
C Köhler, A Robitzsch, J Hartig
Journal of Educational and Behavioral Statistics 45 (3), 251-273, 2020
Taking the missing propensity into account when estimating competence scores: Evaluation of item response theory models for nonignorable omissions
C Köhler, S Pohl, CH Carstensen
Educational and Psychological Measurement 75 (5), 850-874, 2015
Do student ratings provide reliable and valid information about teaching quality at the school level? Evaluating measures of science teaching in PISA 2015
A Aditomo, C Köhler
Educational Assessment, Evaluation and Accountability 32 (3), 275-310, 2020
Dealing with item nonresponse in large‐scale cognitive assessments: The impact of missing data methods on estimated explanatory relationships
C Köhler, S Pohl, CH Carstensen
Journal of Educational Measurement 54 (4), 397-419, 2017
Investigating mechanisms for missing responses in competence tests
C Köhler, S Pohl, CH Carstensen
Psychological Test and Assessment Modeling 57 (4), 499, 2015
Practical significance of item misfit in educational assessments
C Köhler, J Hartig
Applied psychological measurement 41 (5), 388-400, 2017
Deciding between the covariance analytical approach and the change-score approach in two wave panel data
C Köhler, J Hartig, C Schmid
Multivariate Behavioral Research 56 (3), 447-458, 2021
What makes the difference? The impact of item properties on mode effects in reading assessments
S Buerger, U Kroehne, C Koehler, F Goldhammer
Studies in Educational Evaluation 62, 1-9, 2019
The role of relatedness in the motivation and vitality of university students in online classes during social distancing
V Capon-Sieber, C Köhler, A Alp Christ, J Helbling, AK Praetorius
Frontiers in Psychology 12, 702323, 2022
Detecting instruction effects—Deciding between covariance analytical and change-score approach
C Köhler, J Hartig, A Naumann
Educational psychology review, 1-21, 2021
Linguistically responsive reciprocal teaching in primary school: Effectiveness of an intervention study on students’ reading competence
J Decristan, V Bertram, V Reitenbach, KM Schneider, C Köhler, DP Rauch
Journal of Multilingual and Multicultural Development, 1-19, 2023
Multilevel models for evaluating the effectiveness of teaching. Conceptual and methodological considerations
C Köhler, S Kuger, A Naumann, J Hartig
Empirische Forschung zu Unterrichtsqualität. Theoretische Grundfragen und …, 2020
A semiparametric approach for item response function estimation to detect item misfit
C Köhler, A Robitzsch, K Fährmann, M von Davier, J Hartig
British Journal of Mathematical and Statistical Psychology 74, 157-175, 2021
Conceptual and methodological challenges in detecting the effectiveness of learning and teaching
A Naumann, S Kuger, C Köhler, J Hochweber
Empirische Forschung zu Unterrichtsqualität. Theoretische Grundfragen und …, 2020
Performance of Infit and Outfit Confidence Intervals Calculated via Parametric Bootstrapping
JA Silva Diaz, C Köhler, J Hartig
Applied Measurement in Education 35 (2), 116-132, 2022
Assessment im Kontext von Mehrsprachigkeit
C Köhler, J Hartig
Handbuch Mehrsprachigkeit und Bildung, 303-308, 2020
Practical significance of item misfit and its manifestations in constructs assessed in large-scale studies
K Fährmann, C Köhler, J Hartig, JH Heine
Large-scale Assessments in Education 10 (1), 7, 2022
Der Beitrag der Kompetenztheorie für die Fachdidaktiken
A Naumann, C Köhler, J Hartig
Handbuch Geschichts-und Politikdidaktik, 1-15, 2020
DIF Detection for Multiple Groups: Comparing Three‐Level GLMMs and Multiple‐Group IRT Models
C Köhler, J Hartig, L Khorramdel, A Pokropek
Journal of Educational Measurement, 2024
Reliability and Validity
C Köhler, J Hartig
Elsevier, 2020
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