Philipp Sonnleitner
Biographic Data
| ID | 6674419 |
|---|---|
| NAME | Philipp Sonnleitner |
| GIVEN NAMES | Philipp |
| FAMILY NAME | Sonnleitner |
| SIGNATURE | SONNLEITNER P |
| AFFILIATIONS | University of Luxembourg |
| ORCID | 0000-0002-4861-4023 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Beyond Traditional Differential Item Functioning Detection
A key psychometric phenomenon in educational testing is differential item functioning (DIF), which evaluates whether specific test items function differently across subgroups of examinees who have the same level of the underlying (latent) ability. DIF happens when examinees with the same latent trait have different probabilities of correctly responding to a test item, influenced by their subgroup membership. This study aims to illustrate the appl…
Learning mathematics with shackles
Achievement in mathematics has been shown to partially depend on verbal skills. In multilingual educational settings, varying language proficiencies might therefore contribute to differences in mathematics achievement. We explored the relationship between mathematics achievement and language competency in terms of home language and instruction language proficiency in the highly multilingual society of Luxembourg. We focussed on third graders' lin…
Differences Between Students’ and Teachers’ Fairness Perceptions
The ability to assess learning outcomes is vital to effective teaching. Without understanding what students have learned, it is impossible to tailor information, tasks or feedback adequately to their individual needs. Thus, assessment literacy has been increasingly recognized as a core teacher competency in educational research, with many empirical studies investigating teachers’ abilities, knowledge and subjective views in relation to classroom …
Learning to confront complexity
This paper gives an example of how computer-based problem-solving scenarios can be embedded in a course on sustainability, in order to illustrate the highly versatile way in which such scenarios can be used to structure and evaluate learning on complexity on an individual level, as well as learning in diverse groups. After defining criteria, a computer-based problem-solving scenario has to meet in order to be useful for training competencies asso…
Learning to confront complexity
This paper gives an example of how computer-based problem-solving scenarios can be embedded in a course on sustainability, in order to illustrate the highly versatile way in which such scenarios can be used to structure and evaluate learning on complexity on an individual level, as well as learning in diverse groups. After defining criteria, a computer-based problem-solving scenario has to meet in order to be useful for training competencies asso…
Learning to confront complexity
This paper gives an example of how computer-based problem-solving scenarios can be embedded in a course on sustainability, in order to illustrate the highly versatile way in which such scenarios can be used to structure and evaluate learning on complexity on an individual level, as well as learning in diverse groups. After defining criteria, a computer-based problem-solving scenario has to meet in order to be useful for training competencies asso…
Differences Between Students’ and Teachers’ Fairness Perceptions
The ability to assess learning outcomes is vital to effective teaching. Without understanding what students have learned, it is impossible to tailor information, tasks or feedback adequately to their individual needs. Thus, assessment literacy has been increasingly recognized as a core teacher competency in educational research, with many empirical studies investigating teachers’ abilities, knowledge and subjective views in relation to classroom …
Learning mathematics with shackles
Achievement in mathematics has been shown to partially depend on verbal skills. In multilingual educational settings, varying language proficiencies might therefore contribute to differences in mathematics achievement. We explored the relationship between mathematics achievement and language competency in terms of home language and instruction language proficiency in the highly multilingual society of Luxembourg. We focussed on third graders' lin…
Beyond Traditional Differential Item Functioning Detection
A key psychometric phenomenon in educational testing is differential item functioning (DIF), which evaluates whether specific test items function differently across subgroups of examinees who have the same level of the underlying (latent) ability. DIF happens when examinees with the same latent trait have different probabilities of correctly responding to a test item, influenced by their subgroup membership. This study aims to illustrate the appl…
Mathematics education (3 works) · Psychology (3 works) · Comprehension (2 works) · Engineering (2 works) · German (2 works) · Reading comprehension (2 works) · Achievement test (1 work) · Artificial Intelligence (1 work) · Cognitive Abilities and Testing (1 work) · Cognitive and developmental aspects of mathematical skills (1 work)