| 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 | 34 | 2015 |
| 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 | 30 | 2020 |
| Investigating mechanisms for missing responses in competence tests C Köhler, S Pohl, CH Carstensen Psychological Test and Assessment Modeling 57 (4), 499, 2015 | 30 | 2015 |
| 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 | 27 | 2017 |
| Practical significance of item misfit in educational assessments C Köhler, J Hartig Applied psychological measurement 41 (5), 388-400, 2017 | 26 | 2017 |
| 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 | 16 | 2020 |
| 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 | 13 | 2019 |
| 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 | 11 | 2021 |
| Detecting instruction effects—deciding between covariance analytical and change-score approach C Köhler, J Hartig, A Naumann Educational psychology review 33 (3), 1191-1211, 2021 | 8 | 2021 |
| 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 | 7 | 2022 |
| Multilevel models for evaluating the effectiveness of teaching C Köhler, S Kuger, A Naumann, J Hartig Empirische Forschung zu Unterrichtsqualität, 2020 | 5 | 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 | 2 | 2022 |
| 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 | 1 | 2021 |
| Reliability and Validity C Köhler, J Hartig Elsevier, 2020 | 1 | 2020 |
| Assessment im Kontext von Mehrsprachigkeit C Köhler, J Hartig Handbuch Mehrsprachigkeit und Bildung, 303-308, 2020 | | 2020 |
| Der Beitrag der Kompetenztheorie für die Fachdidaktiken A Naumann, C Köhler, J Hartig Handbuch Geschichts-und Politikdidaktik, 1-15, 2020 | | 2020 |
| Isn’t Something Missing? Latent Variable Models Accounting for Item Nonresponse C Köhler | | 2017 |
