Frank Goldhammer
Frank Goldhammer
Professor for Educational and Psychological Assessment, DIPF | Leibniz Institute for Research and
Bestätigte E-Mail-Adresse bei - Startseite
Zitiert von
Zitiert von
ICILS 2018# Deutschland: computer-und informationsbezogene Kompetenzen von Schülerinnen und Schülern im zweiten internationalen Vergleich und Kompetenzen im Bereich …
B Eickelmann, W Bos, J Gerick, F Goldhammer, H Schaumburg, ...
Waxmann Verlag, 2019
ICILS 2013. Computer-und informationsbezogene Kompetenzen von Schülerinnen und Schülern in der 8. Jahrgangsstufe im internationalen Vergleich
W Bos, B Eickelmann, J Gerick, F Goldhammer, H Schaumburg, ...
Münster [ua]: Waxmann, 2014
The time on task effect in reading and problem solving is moderated by task difficulty and skill: Insights from a computer-based large-scale assessment.
F Goldhammer, J Naumann, A Stelter, K Tóth, H Rölke, E Klieme
Journal of Educational Psychology 106 (3), 608, 2014
The structure of the relationship between attention and intelligence
K Schweizer, H Moosbrugger, F Goldhammer
Intelligence 33 (6), 589-611, 2005
Effects of linear reading, basic computer skills, evaluating online information, and navigation on reading digital text
C Hahnel, F Goldhammer, J Naumann, U Kröhne
Computers in Human Behavior 55, 486-500, 2016
Moving beyond cognitive elements of ICT literacy: First evidence on the structure of ICT engagement
J Zylka, G Christoph, U Kroehne, J Hartig, F Goldhammer
Computers in Human Behavior 53, 149-160, 2015
Assessing individual differences in basic computer skills
F Goldhammer, J Naumann, Y Keßel
European journal of psychological assessment, 2013
Computer-based assessment of complex problem solving: Concept, implementation, and application
S Greiff, S Wüstenberg, DV Holt, F Goldhammer, J Funke
Educational Technology Research and Development 61, 407-421, 2013
Test-taking engagement in PIAAC
F Goldhammer, T Martens, G Christoph, O Lüdtke
OECD, 2016
The role of planning in complex problem solving
B Eichmann, F Goldhammer, S Greiff, L Pucite, J Naumann
Computers & Education 128, 1-12, 2019
How to conceptualize, represent, and analyze log data from technology-based assessments? A generic framework and an application to questionnaire items
U Kroehne, F Goldhammer
Behaviormetrika 45 (2), 527-563, 2018
Adolescents' computer performance: The role of self-concept and motivational aspects
G Christoph, F Goldhammer, J Zylka, J Hartig
Computers & Education 81, 1-12, 2015
ICILS 2013–Computer-und informationsbezogene Kompetenzen von Schülerinnen und Schülern in der 8
W Bos, B Eickelmann, J Gerick, F Goldhammer, H Schaumburg, ...
Jahrgangsstufe im internationalen Vergleich. Münster: Waxmann, 2014
The role of reading skills in the evaluation of online information gathered from search engine environments
C Hahnel, F Goldhammer, U Kröhne, J Naumann
Computers in Human Behavior 78, 223-234, 2018
More is not always better: The relation between item response and item response time in Raven’s matrices
F Goldhammer, J Naumann, S Greiff
Journal of Intelligence 3 (1), 21-40, 2015
ICT engagement in learning environments
F Goldhammer, G Gniewosz, J Zylka
Assessing contexts of learning: An international perspective, 331-351, 2016
Measuring ability, speed, or both? Challenges, psychometric solutions, and what can be gained from experimental control
F Goldhammer
Measurement: interdisciplinary research and perspectives 13 (3-4), 133-164, 2015
On the validity of Raven’s matrices test: Does spatial ability contribute to performance?
K Schweizer, F Goldhammer, W Rauch, H Moosbrugger
Personality and Individual Differences 43 (8), 1998-2010, 2007
Automatic coding of short text responses via clustering in educational assessment
F Zehner, C Sälzer, F Goldhammer
Educational and psychological measurement 76 (2), 280-303, 2016
Speed of reasoning and its relation to reasoning ability
F Goldhammer, RHK Entink
Intelligence 39 (2-3), 108-119, 2011
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