Nele Kampa
Leibniz Association
EpistemologyEmpirical researchSelection (linguistics)Sample size determinationAcademic standardsDevelopmental psychologyMathematics educationProfiling (information science)Logistic regressionGermanArtificial intelligencePsychologyMatching (statistics)Set (psychology)CognitionExternal validityLinguistic competenceMultiple choiceCognitive psychologyPerson-centered therapyEducational assessmentRange (mathematics)Variance (accounting)Standardized testNatural language processingg factorChemistry (relationship)PreparednessSelf-conceptArbitrarinessReciprocalSubject (documents)Test (assessment)Scale (ratio)Context (language use)Teacher educationAcademic achievementReport cardStudent achievementSocial backgroundFluid intelligenceMathematical abilityRelative distributionIntegrated approachSecondary levelSchool typeFemale studentsFederal stateA domainLearning opportunitiesMathematicsEducational researchComputer scienceProcess (engineering)Sample (statistics)Reliability (statistics)CurriculumInternal validityLiteracyInterpretation (logic)Reading (process)Strengths and weaknessesScale (social sciences)CertaintyApplied psychologyScientific literacySocial psychologyAchievement testTest score
12Publications
3H-index
88Citations
Publications 12
Newest
Abstract null null Evidence on the interrelation of intelligence development and the development of domain-specific academic achievement is still inconclusive. We investigated the longitudinal relation between these 2 constructs in the domains mathematics and reading. Data from 6 large adolescent student samples (Ntotal = 24,828) from 4 longitudinal studies were analyzed using an integrated approach. Continuous time models corroborate the assumption that intelligence and academic achievement are...
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#1Nele Kampa (Leibniz Association)H-Index: 3
#2Ronny Scherer (University of Oslo)H-Index: 24
Last. Stefan SchipolowskiH-Index: 11
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Abstract Although large-scale assessments (LSA) of school achievement claim to measure domain-specific achievement, they have been criticized for primarily measuring domain-general abilities. Numerous studies provide evidence that LSA of mathematical achievement as well as verbal achievement cover both general cognitive abilities (GCA) and domain-specific achievement dimensions. We extend previous research by analyzing a standards-oriented and literacy-oriented LSA in the domain of science to de...
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#1Nele Kampa (CAU: University of Kiel)H-Index: 3
#2Sonja Krämer (CAU: University of Kiel)H-Index: 1
Last. Bettina Hannover (FU: Free University of Berlin)H-Index: 22
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In Germany, secondary school students have to choose at least one STEM subject (mathematics, biology, chemistry, physics) for their Secondary School Leaving Examinations. In a representative sample of students in grade 13 in one federal state in Germany, we explore boys’ and girls' subject choices in an expectancy-value framework by considering students’ prior performance, ability self-concept, and values in the chosen subject. We extend previous research by including dimensional comparisons tha...
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#1Nele Kampa (CAU: University of Kiel)H-Index: 3
#2Helene Wagner (CAU: University of Kiel)H-Index: 3
Last. Olaf Köller (CAU: University of Kiel)H-Index: 67
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Stakeholders’ interpretations of the findings of large-scale educational assessments can influence important decisions. In the context of educational assessment, standard-setting remains an especially critical element, because it is complex and largely unstandardized. Instruments established by means of standard-setting procedures such as proficiency levels (PL) therefore appear to be arbitrary to some degree. Owing to the significance such results take on, when they are communicated to stakehol...
2 CitationsSource
#1Steffani Saß (Leibniz Association)H-Index: 7
#2Nele Kampa (Leibniz Association)H-Index: 3
One of the most powerful determinants for course selection in upper secondary level is undoubtedly students´ self-concept. Students with high self-concept in a domain are more likely to select a course in the respective domain. However, according to the dimensional comparison theory the formation of self-concept also includes comparison processes with self-concept in other domains. Regarding gender, girls are less likely to choose physics and hold lower STEM self-concepts as well as aspirations ...
1 CitationsSource
#1Nele KampaH-Index: 3
#2Hannah HinzH-Index: 1
Last. Olaf KöllerH-Index: 67
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Mittlerweile liegen verschiedene Schulleistungsstudien vor, in denen die Mathematikkompetenzen am Ende der gymnasialen Oberstufe bestimmt wurden. Generell zeigt sich, dass die Ziele des voruniversitaren Mathematikunterrichts von mehr als der Halfte der Abiturientinnen und Abiturienten verfehlt werden. Basierend auf diesen Befunden gehen wir der Frage nach, ob zumindest die mit den Bildungsstandards fur den Mittleren Schulabschluss (MSA) verbundenen Ziele im Fach Mathematik am Ende der gymnasiale...
3 CitationsSource
#1Steffani Saß (Leibniz Association)H-Index: 7
#2Nele Kampa (Leibniz Association)H-Index: 3
Last. Olaf Köller (Leibniz Association)H-Index: 67
view all 3 authors...
This study investigates the interplay between general cognitive abilities and domain-specific mathematical ability by applying three different models. The first model is a g factor model, the second model reflects two correlated factors, and the third model is a nested-factor model that comprises a g factor, a domain-specific mathematical factor and cognitive ability. Furthermore, we analyzed the relation between student characteristics such as self-concept in mathematics, gender, SES, and grade...
48 CitationsSource
#1Linda I. Haschke (Leibniz Association)H-Index: 1
#2Nele Kampa (Leibniz Association)H-Index: 3
Last. Olaf Köller (Leibniz Association)H-Index: 67
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Common standard setting methods such as the Angoff or the Bookmark method require panellists to imagine minimally competent persons or to estimate response probabilities, in order to define cut scores. Imagining these persons and how they would perform is criticised as cognitively demanding. These already challenging judgemental tasks become even more difficult, when experts have to deal with very heterogeneous or insufficiently studied populations, such as adults. The Item-Descriptor (ID) Match...
1 CitationsSource
#1Nele Kampa (Leibniz Association)H-Index: 3
#2Irene Neumann (Leibniz Association)H-Index: 6
Last. Kerstin Kremer (Leibniz Association)H-Index: 8
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Contemporary educational psychology 46 (2016), S. 81-93 Padagogische Teildisziplin: Fachdidaktik/mathematisch-naturwissenschaftliche Facher; Padagogische Psychologie; als elektronischer Volltext verfugbar
20 CitationsSource
#1Nele Kampa (CAU: University of Kiel)H-Index: 3
#2Olaf Köller (CAU: University of Kiel)H-Index: 67
National and international large-scale assessments (LSA) have a major impact on educational systems, which raises fundamental questions about the validity of the measures regarding their internal structure and their relations to relevant covariates. Given its importance, research on the validity of instruments specifically developed for LSA is still sparse, especially in science and its subdomains biology, chemistry, and physics. However, policy decisions for the improvement of educational quali...
13 CitationsSource