Frank Goldhammer
Dados Biográficos
| ID | 1500408 |
|---|---|
| NOME | Frank Goldhammer |
| PRENOMES | Frank |
| SOBRENOME | Goldhammer |
| ASSINATURA | GOLDHAMMER F |
| AFILIAÇÕES | DIPF | Leibniz Institute for Research and Information in Education |
| ORCID | 0000-0003-0289-9534 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 19 |
| TOTAL DE CITAÇÕES | 0 |
| TOTAL COMO AUTOR | 19 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2016 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 0 |
From Reflection to Action
Who benefits motivationally? How the direction of performance feedback affects feedback perception and motivation to improve multiple document comprehension
The direction of feedback (i.e., emphasizing positive or negative aspects about the object of feedback) and students’ feedback perception are major factors driving their engagement in the feedback process and motivation. Positive performance feedback tends to be more readily accepted and perceived as more useful, enhancing motivation for further engagement. Negative performance feedback may be valued less and may reduce the motivation to improve …
Fostering multiple document comprehension
Multiple document comprehension (MDC) is an essential skill for university students, making it beneficial to improve it. We assume that the value assigned to MDC is important to foster MDC since it can be a predictor for behavioral choices, such as working with self-study material. Using self-study material is typical for university learning, but it requires the motivation to improve a skill such as MDC. We define motivation to improve MDC in ter…
Patterns of reading behaviour in digital hypertext environments
Semi‐automatic coding of open‐ended text responses in large‐scale assessments
Changes in the Speed–Ability Relation Through Different Treatments of Rapid Guessing
As researchers in the social sciences, we are often interested in studying not directly observable constructs through assessments and questionnaires. But even in a well-designed and well-implemented study, rapid-guessing behavior may occur. Under rapid-guessing behavior, a task is skimmed shortly but not read and engaged with in-depth. Hence, a response given under rapid-guessing behavior does bias constructs and relations of interest. Bias also …
Development and Evaluation of a Framework for the Performance-Based Testing of ICT Skills
This paper addresses the development of performance-based assessment items for ICT skills, skills in dealing with information and communication technologies, a construct which is rather broadly and only operationally defined. Item development followed a construct-driven approach to ensure that test scores could be interpreted as intended. Specifically, ICT-specific knowledge as well as problem-solving and the comprehension of text and graphics we…
Controlling speed in component skills of reading improves the explanation of reading comprehension
Efficiency in reading component skills is crucial for reading comprehension, as efficient subprocesses do not extensively consume limited cognitive resources, making them available for comprehension processes. Cognitive efficiency is typically measured with speeded tests of relatively easy items. Observed responses and response times indicate the latent variables of ability and speed. Interpreting only ability or speed as efficiency may be mislea…
Separating Piaac competencies from general cognitive skills
This study aims to investigate how test scores from PIAAC (Programme for the International Assessment of Adult Competencies) can be interpreted, by comparing the PIAAC competencies literacy and numeracy to reasoning and perceptual speed. Dimensionality analyses supported, that the PIAAC competencies can be separated into a common factor overlapping with reasoning and perceptual speed, and domain-specific factors. For the common and specific facto…
Automated and controlled processes in comprehending multiple documents
The study investigates automated and controlled cognitive processes that occur when university students read multiple documents (MDs). We examined data of 401 students dealing with two MD sets in a digital environment. Performance was assessed through several comprehension questions. Recorded log data gave indications about students' time allocation, corroboration, and sourcing. Independent measures were used for reading speed to tap the effects …
Progressions in Learning in the Age of (Mis)Information (PLATO) – Advances in Higher Education Learning Research
In the 21st century, using the Internet for learning has become one of the most crucial factors of students’ study success in higher education (HE). Students use formally approved HE learning mater
Students’ online information use and learning progress in higher education – A critical literature review
Learning using the Internet has become a vital factor for academic success in higher education. Students increasingly rely on the Internet as their main information source. However, related research is still an emerging and highly fragmented field. Therefore, this study aims to provide a comprehensive and integrative review of research literature on student learning vis-à-vis using the Internet. The review encompasses research on students' strate…
Exploring behavioural patterns during complex problem‐solving
In this explorative study, we investigate how sequences of behaviour are related to success or failure in complex problem‐solving (CPS). To this end, we analysed log data from two different tasks of the problem‐solving assessment of the Programme for International Student Assessment 2012 study ( n = 30,098 students). We first coded every interaction of students as (initial or repeated) exploration, (initial or repeated) goal‐directed behaviour, o…
Using process data to explain group differences in complex problem solving
In large-scale assessments, performance differences across different groups are regularly found. These group differences (e.g., gender differences) are often relevant for educational policy decisions and measures. However, the formation of these group differences usually remains unclear. We propose an approach for investigating this formation by considering behavioral process measures as mediating variables between group membership and performanc…
Disentangling Setting and Mode Effects for Online Competence Assessment
What makes the difference? The impact of item properties on mode effects in reading assessments
Validating process variables of sourcing in an assessment of multiple document comprehension
BACKGROUND: With digital technologies, competence assessments can provide process data, such as mouse clicks with corresponding timestamps, as additional information about the skills and strategies of test takers. However, in order to use variables generated from process data sensibly for educational purposes, their interpretation needs to be validated with regard to their intended meaning. AIMS: This study seeks to demonstrate how process data f…
Unattended consequences
In 2015, the Programme for International Student Assessment (PISA) introduced multiple changes in its study design, the most extensive being the transition from paper- to computer-based assessment. We investigated the differences between German students’ text responses to eight reading items from the paper-based study in 2012 to text responses to the same items from the computer-based study in 2015. Two response features – information quantity an…
Automatic Coding of Short Text Responses via Clustering in Educational Assessment
Automatic coding of short text responses opens new doors in assessment. We implemented and integrated baseline methods of natural language processing and statistical modelling by means of software components that are available under open licenses. The accuracy of automatic text coding is demonstrated by using data collected in the Programme for International Student Assessment (PISA) 2012 in Germany. Free text responses of 10 items with [Formula:…
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Automatic Coding of Short Text Responses via Clustering in Educational Assessment
Automatic coding of short text responses opens new doors in assessment. We implemented and integrated baseline methods of natural language processing and statistical modelling by means of software components that are available under open licenses. The accuracy of automatic text coding is demonstrated by using data collected in the Programme for International Student Assessment (PISA) 2012 in Germany. Free text responses of 10 items with [Formula:…
Unattended consequences
In 2015, the Programme for International Student Assessment (PISA) introduced multiple changes in its study design, the most extensive being the transition from paper- to computer-based assessment. We investigated the differences between German students’ text responses to eight reading items from the paper-based study in 2012 to text responses to the same items from the computer-based study in 2015. Two response features – information quantity an…
Disentangling Setting and Mode Effects for Online Competence Assessment
What makes the difference? The impact of item properties on mode effects in reading assessments
Validating process variables of sourcing in an assessment of multiple document comprehension
BACKGROUND: With digital technologies, competence assessments can provide process data, such as mouse clicks with corresponding timestamps, as additional information about the skills and strategies of test takers. However, in order to use variables generated from process data sensibly for educational purposes, their interpretation needs to be validated with regard to their intended meaning. AIMS: This study seeks to demonstrate how process data f…
Exploring behavioural patterns during complex problem‐solving
In this explorative study, we investigate how sequences of behaviour are related to success or failure in complex problem‐solving (CPS). To this end, we analysed log data from two different tasks of the problem‐solving assessment of the Programme for International Student Assessment 2012 study ( n = 30,098 students). We first coded every interaction of students as (initial or repeated) exploration, (initial or repeated) goal‐directed behaviour, o…
Using process data to explain group differences in complex problem solving
In large-scale assessments, performance differences across different groups are regularly found. These group differences (e.g., gender differences) are often relevant for educational policy decisions and measures. However, the formation of these group differences usually remains unclear. We propose an approach for investigating this formation by considering behavioral process measures as mediating variables between group membership and performanc…
Development and Evaluation of a Framework for the Performance-Based Testing of ICT Skills
This paper addresses the development of performance-based assessment items for ICT skills, skills in dealing with information and communication technologies, a construct which is rather broadly and only operationally defined. Item development followed a construct-driven approach to ensure that test scores could be interpreted as intended. Specifically, ICT-specific knowledge as well as problem-solving and the comprehension of text and graphics we…
Controlling speed in component skills of reading improves the explanation of reading comprehension
Efficiency in reading component skills is crucial for reading comprehension, as efficient subprocesses do not extensively consume limited cognitive resources, making them available for comprehension processes. Cognitive efficiency is typically measured with speeded tests of relatively easy items. Observed responses and response times indicate the latent variables of ability and speed. Interpreting only ability or speed as efficiency may be mislea…
Separating Piaac competencies from general cognitive skills
This study aims to investigate how test scores from PIAAC (Programme for the International Assessment of Adult Competencies) can be interpreted, by comparing the PIAAC competencies literacy and numeracy to reasoning and perceptual speed. Dimensionality analyses supported, that the PIAAC competencies can be separated into a common factor overlapping with reasoning and perceptual speed, and domain-specific factors. For the common and specific facto…
Automated and controlled processes in comprehending multiple documents
The study investigates automated and controlled cognitive processes that occur when university students read multiple documents (MDs). We examined data of 401 students dealing with two MD sets in a digital environment. Performance was assessed through several comprehension questions. Recorded log data gave indications about students' time allocation, corroboration, and sourcing. Independent measures were used for reading speed to tap the effects …
Progressions in Learning in the Age of (Mis)Information (PLATO) – Advances in Higher Education Learning Research
In the 21st century, using the Internet for learning has become one of the most crucial factors of students’ study success in higher education (HE). Students use formally approved HE learning mater
Students’ online information use and learning progress in higher education – A critical literature review
Learning using the Internet has become a vital factor for academic success in higher education. Students increasingly rely on the Internet as their main information source. However, related research is still an emerging and highly fragmented field. Therefore, this study aims to provide a comprehensive and integrative review of research literature on student learning vis-à-vis using the Internet. The review encompasses research on students' strate…
Fostering multiple document comprehension
Multiple document comprehension (MDC) is an essential skill for university students, making it beneficial to improve it. We assume that the value assigned to MDC is important to foster MDC since it can be a predictor for behavioral choices, such as working with self-study material. Using self-study material is typical for university learning, but it requires the motivation to improve a skill such as MDC. We define motivation to improve MDC in ter…
Patterns of reading behaviour in digital hypertext environments
Semi‐automatic coding of open‐ended text responses in large‐scale assessments
Changes in the Speed–Ability Relation Through Different Treatments of Rapid Guessing
As researchers in the social sciences, we are often interested in studying not directly observable constructs through assessments and questionnaires. But even in a well-designed and well-implemented study, rapid-guessing behavior may occur. Under rapid-guessing behavior, a task is skimmed shortly but not read and engaged with in-depth. Hence, a response given under rapid-guessing behavior does bias constructs and relations of interest. Bias also …
From Reflection to Action
Who benefits motivationally? How the direction of performance feedback affects feedback perception and motivation to improve multiple document comprehension
The direction of feedback (i.e., emphasizing positive or negative aspects about the object of feedback) and students’ feedback perception are major factors driving their engagement in the feedback process and motivation. Positive performance feedback tends to be more readily accepted and perceived as more useful, enhancing motivation for further engagement. Negative performance feedback may be valued less and may reduce the motivation to improve …
Psychology (16 obras) · Computer Science (14 obras) · Mathematics (7 obras) · Comprehension (6 obras) · Educational Strategies and Epistemologies (6 obras) · Social Psychology (6 obras) · Cognitive psychology (5 obras) · Developmental psychology (5 obras) · Innovative Teaching and Learning Methods (5 obras) · Linguistics (5 obras)