Frank Goldhammer
Leibniz Association
Competence (human resources)Developmental psychologyMathematics educationArtificial intelligencePsychologyCognitionConstruct (philosophy)Cognitive psychologyComputer literacyPedagogyItem response theoryData scienceTest (assessment)Reading comprehensionTask (project management)Complex problem solvingComputer scienceProcess (engineering)Reading (process)Social psychology
108Publications
20H-index
1,126Citations
Publications 113
Newest
#1Frank Goldhammer (Leibniz Association)H-Index: 20
#2Carolin Hahnel (Leibniz Association)H-Index: 6
Last. Fabian Zehner (Leibniz Association)H-Index: 1
view all 4 authors...
International large-scale assessments such as PISA or PIAAC have started to provide public or scientific use files for log data; that is, events, event-related attributes and timestamps of test-takers’ interactions with the assessment system. Log data and the process indicators derived from it can be used for many purposes. However, the intended uses and interpretations of process indicators require validation, which here means a theoretical and/or empirical justification that inferences about (...
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#1Lena Engelhardt (Leibniz Association)H-Index: 3
#2Frank Goldhammer (Leibniz Association)H-Index: 20
Last. Claus H. Carstensen (University of Bamberg)H-Index: 20
view all 6 authors...
Abstract null null 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 factors, relations to other variable...
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#1Olga Zlatkin-Troitschanskaia (University of Mainz)H-Index: 16
#2Johannes Hartig (Leibniz Association)H-Index: 26
Last. Frank GoldhammerH-Index: 20
view all 3 authors...
Source
#1Olga Zlatkin-Troitschanskaia (University of Mainz)H-Index: 16
#2Johannes Hartig (Leibniz Association)H-Index: 26
Last. Jan Krstev (University of Mainz)H-Index: 1
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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 researc...
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#1Carolin Hahnel (Leibniz Association)H-Index: 6
#2Frank Goldhammer (Leibniz Association)H-Index: 20
Last. Cornelia Schoor (University of Bamberg)H-Index: 7
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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...
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#1Frank GoldhammerH-Index: 20
#2Ulf KroehneH-Index: 8
Last. Paul De BoeckH-Index: 52
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#1Benjamin Becker (Humboldt University of Berlin)H-Index: 1
#2Dries Debeer (Katholieke Universiteit Leuven)H-Index: 5
Last. Frank Goldhammer (Leibniz Association)H-Index: 20
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In high-stakes testing, often multiple test forms are used and a common time limit is enforced. Test fairness requires that ability estimates must not depend on the administration of a specific tes...
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#1Tobias Deribo (Leibniz Association)H-Index: 1
#2Ulf Kroehne (Leibniz Association)H-Index: 8
Last. Frank Goldhammer (Leibniz Association)H-Index: 20
view all 3 authors...
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#1Lena EngelhardtH-Index: 3
#2Johannes NaumannH-Index: 19
Last. S. Franziska C. WenzelH-Index: 3
view all 7 authors...
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 were defined as components of ICT skills and cogniti...
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#1Cornelia Schoor (University of Bamberg)H-Index: 7
Last. Frank Goldhammer (Leibniz Association)H-Index: 20
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Abstract Recent research suggests that readers' subjective task understanding influences reading processes and outcomes. Therefore, the present study's aim was to investigate whether the task demands that readers retrospectively report relate to multiple document comprehension strategies and outcome. A total of 310 university students completed three units from a standardized multiple-document comprehension test and answered an open-ended task demands question after each unit. Amongst others, pa...
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