Acesso público

Generic dimensions of teaching quality: The German framework of three basic dimensions

AK Praetorius, E Klieme, B Herbert, P Pinger

Zdm 50, 407-426, 2018

Autorizações: Leibniz Association

Quality of geometry instruction and its short-term impact on students' understanding of the Pythagorean Theorem

F Lipowsky, K Rakoczy, C Pauli, B Drollinger-Vetter, E Klieme, K Reusser

Learning and instruction 19 (6), 527-537, 2009

Autorizações: Swiss National Science Foundation, German Research Foundation

One lesson is all you need? Stability of instructional quality across lessons

AK Praetorius, C Pauli, K Reusser, K Rakoczy, E Klieme

Learning and instruction 31, 2-12, 2014

Autorizações: German Research Foundation

Written feedback in mathematics: Mediated by students' perception, moderated by goal orientation

K Rakoczy, B Harks, E Klieme, W Blum, J Hochweber

Learning and Instruction 27, 63-73, 2013

Autorizações: German Research Foundation

The interplay between student evaluation and instruction: Grading and feedback in mathematics classrooms

K Rakoczy, E Klieme, A Bürgermeister, B Harks

Zeitschrift für Psychologie/Journal of Psychology 216 (2), 111-124, 2008

Autorizações: Swiss National Science Foundation, German Research Foundation

The impact of PISA on mathematics teaching and learning in Germany

M Prenzel, W Blum, E Klieme

Assessing mathematical literacy: The PISA experience, 239-248, 2015

Autorizações: German Research Foundation

Klassenklima, schulisches Wohlbefinden und Gesundheit von Schülerinnen und Schülern in Deutschland: Ergebnisse des Nationalen Bildungspanels (NEPS)

K Rathmann, M Herke, K Hurrelmann, M Richter

Das Gesundheitswesen 80 (04), 332-341, 2018

Autorizações: German Research Foundation, Federal Ministry of Education and Research, Germany

Assessment of competencies.

D Leutner, E Klieme

Hogrefe & Huber Publishers 216 (2), 60, 2008

Autorizações: German Research Foundation

24 artigos disponíveis publicamente

Current issues in competence modeling and assessment

K Koeppen, J Hartig, E Klieme, D Leutner

Zeitschrift für Psychologie/Journal of Psychology 216 (2), 61-73, 2008

Autorizações: German Research Foundation

The effects of feedback on achievement, interest and self-evaluation: the role of feedback’s perceived usefulness

B Harks, K Rakoczy, J Hattie, M Besser, E Klieme

Educational Psychology 34 (3), 269-290, 2014

Autorizações: German Research Foundation

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

Autorizações: German Research Foundation

[HTML] sciencedirect.com

Formative assessment in mathematics: Mediated by feedback's perceived usefulness and students' self-efficacy

K Rakoczy, P Pinger, J Hochweber, E Klieme, B Schütze, M Besser

Learning and instruction 60, 154-165, 2019

Autorizações: German Research Foundation

[PDF] academia.edu

Teaching patterns and learning quality in Swiss and German mathematics lessons

I Hugener, C Pauli, K Reusser, F Lipowsky, K Rakoczy, E Klieme

Learning and instruction 19 (1), 66-78, 2009

Autorizações: Swiss National Science Foundation, German Research Foundation

Learning with classroom videos: Conception and first results of an online teacher-training program

K Krammer, N Ratzka, E Klieme, F Lipowsky, C Pauli, K Reusser

ZDM 38, 422-432, 2006

Autorizações: German Research Foundation

Kompetenzmodellierung: struktur, konzepte und forschungszugänge des DFG-schwerpunktprogramms

J Fleischer, K Koeppen, M Kenk, E Klieme, D Leutner

Zeitschrift für Erziehungswissenschaft 16 (1), 5-22, 2013

Autorizações: German Research Foundation

Competence assessment in education

D Leutner, J Fleischer, J Grünkorn, E Klieme

Basel: Springer. doi 10, 978-3, 2017

Autorizações: German Research Foundation

[PDF] ied.edu.hk

An application of explanatory item response modeling for model-based proficiency scaling

J Hartig, A Frey, G Nold, E Klieme

Educational and Psychological Measurement 72 (4), 665-686, 2012

Autorizações: German Research Foundation

Implementation of formative assessment–effects of quality of programme delivery on students’ mathematics achievement and interest

P Pinger, K Rakoczy, M Besser, E Klieme

Assessment in Education: Principles, Policy & Practice 25 (2), 160-182, 2018

Autorizações: German Research Foundation

The significance of dealing with mistakes for student achievement and motivation: results of doubly latent multilevel analyses

J Käfer, S Kuger, E Klieme, M Kunter

European journal of psychology of education 34, 731-753, 2019

Autorizações: Federal Ministry of Education and Research, Germany