Dr. Philipp Sonnleitner
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| Fakultät oder Zentrum | Fakultät für Geisteswissenschaften, Erziehungswissenschaften und Sozialwissenschaften | ||||
| Department | LUCET | ||||
| Postadresse |
Université du Luxembourg Maison des Sciences Humaines 11, Porte des Sciences L-4366 Esch-sur-Alzette |
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| Büroadresse | MSH, E03 35-240 | ||||
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| Telefon | (+352) 46 66 44 9514 | ||||
Main biography:
Philipp Sonnleitner has the Lead of the Test Development Lab at the Luxembourg Centre for Educational Testing and is applying his expertise to the Luxembourg school monitoring program. His personal mission in research and teaching is to develop valid, high-quality assessment methods and to give guidance concerning their correct and fair application in educational and psychological contexts.
He received his Master’s degree in Psychology from the University of Vienna in 2007 and is a licensed work- and occupational psychologist. His thesis received the German Society of Psychology's best master thesis award. In 2015, he was awarded his PhD in Psychology with honors from the Free University of Berlin for his work on the assessment of complex problem-solving.
In the course of his career, Philipp Sonnleitner has been involved in developing tests for the school monitoring programs in Austria and Luxembourg, as well as the OECD’s PIAAC-, and PISA assessments. He also gathered extensive experience developing instruments to capture competencies ranging from college aptitude to complex problem-solving behavior. The latter research project resulted in a freely available and internationally recognized test: www.assessment.lu/GeneticsLab.
In his lectures and workshops at the Universities of Luxembourg, Linz, the European School, and teacher training colleges, he regularly shares his experience with teachers and educators and works on solutions to improve oral and written assessment of students’ competencies.
In doing so, he strives to make the world (of assessment) a better and fairer place.
Research interests:
- Psychological Assessment
- General Cognitive Ability/Intelligence
- Complex Problem Solving
- Work and Occupational Psychology
Last updated on: Donnerstag, den 26. November 2020
2023
The impact of cognitive characteristics and image-based semantic embeddings on item difficulty; ; ; ; ; ; ; ;
Scientific Conference (2023, April 14)
Benefits of Using Cognitive Models Within a Mathematics Large-Scale Assessment; ; ; ; ;
Scientific Conference (2023, April 13)
2022
Findings from the ÉpStan National Education Monitoring against the Background of the COVID-19 Pandemic; ; ; ; ; ; ; ; ; ; ; ;
E-print/Working paper (2022)
Findings from the ÉpStan National Education Monitoring against the Background of the COVID-19 Pandemic. Online Supplement; ; ; ; ; ; ; ; ; ; ; ;
E-print/Working paper (2022)
Zweitägiger Workshop zur Testentwicklung im Kompetenzbereich „Sprechen / Mündlicher Ausdruck“;
Presentation (2022, September)
Validation and Psychometric Analysis of 32 cognitive item models spanning Grades 1 to 7 in the mathematical domain of numbers & operations; ; ; ; ; ; ;
Scientific Conference (2022, November)
Validierung und psychometrische Analyse automatisch generierter Mathematikaufgaben im Bereich Zahlen und Operationen; ; ; ; ; ; ;
Scientific Conference (2022, March 09)
Ist individuelle Diagnostik im Schulmonitoring möglich? Neue Methoden versprechen einen diagnostischen Mehrwert der Épreuves Standardiséesin Georges, Carrie; Hoffmann, Danielle; Hornung, Caroline; Muller, Claire; Sonnleitner, Philipp; Schiltz, Christine; Ugen, Sonja (Eds.) LEARN Newsletter - Editioun 2022 (2022)
Fairness as seen by students - a differentiated look at perceived assessment fairness by 7th and 9th graders in Luxembourg; ;
Scientific Conference (2022, November 10)
2021
Résultats du monitoring scolaire national ÉpStan dans le contexte de la pandémie de COVID-19; ; ; ; ; ; ; ; ; ; ; ;
in LUCET; SCRIPT (Eds.) Rapport national sur l’éducation au Luxembourg 2021 (2021)
Befunde aus dem nationalen Bildungsmonitoring ÉpStan vor dem Hintergrund der COVID-19- Pandemie; ; ; ; ; ; ; ; ; ; ; ;
in LUCET; SCRIPT (Eds.) Nationaler Bildungsbericht Luxemburg 2021 (2021)
Résultats du monitoring scolaire national ÉpStan dans le contexte de la pandémie de COVID-19 (Matériels supplémentaires); ; ; ; ; ; ; ; ; ; ; ;
in LUCET; SCRIPT (Eds.) Rapport National sur l´Éducation au Luxembourg 2021 (2021)
Befunde aus dem nationalen Bildungsmonitoring ÉpStan vor dem Hintergrund der COVID-19 Pandemie (Supplement); ; ; ; ; ; ; ; ; ; ; ;
in LUCET; SCRIPT (Eds.) Nationaler Bildungsbericht Luxemburg 2021 (2021)
Impulsvortrag: Evaluierung und Standardisierung des "Sproochentests";
Presentation (2021, October 27)
Using Automatic Item Generation in the context of the Épreuves Standardisées (Épstan): A pilot study on effects of altering item characteristics and semantic embeddings; ; ;
Scientific Conference (2021, November 11)
Der Elefant im Klassenzimmer: Faire schulische Leistungsbeurteilungin Georges, Carrie; Hoffmann, Danielle; Hornung, Caroline; Muller, Claire; Sonnleitner, Philipp; Schiltz, Christine; Ugen, Sonja (Eds.) LEARN Newsletter - Editioun 2021 (2021)
Matheaufgaben vom Fließband? Neues Projekt erforscht Fairness und Potenzial automatischer Aufgabengenerierungin Georges, Carrie; Hoffmann, Danielle; Hornung, Caroline; Muller, Claire; Sonnleitner, Philipp; Schiltz, Christine; Ugen, Sonja (Eds.) LEARN Newsletter - Editioun 2021 (2021)
Neue längsschnittliche Befunde aus dem nationalen Bildungsmonitoring ÉpStan in der 3. und 9. Klasse: Schlechtere Ergebnisse und wirkungslose Klassenwiederholungen; ; ; ; ;
in LUCET; SCRIPT (Eds.) Nationaler Bildungsbericht Luxemburg 2021 (2021)
Résultats longitudinaux récents issus du monitoring scolaire national ÉpStan en troisième et neuvième année scolaire : de moins bons résultats et des redoublements inefficaces; ; ; ; ;
in LUCET; SCRIPT (Eds.) Rapport national sur l’éducation au Luxembourg 2021 (2021)
2020
Differences Between Students’ and Teachers' Fairness Perceptions: Exploring the Potential of a Self-Administered Questionnaire to Improve Teachers' Assessment Practices;
in Frontiers in Education (2020), 5(17),
A propensity score matching approach on predicting academic success of primary school students; ; ; ; ;
Scientific Conference (2020, July)
2019
Predicting Academic Success in Early Primary School: A Propensity Score Matching Approach; ; ; ; ;
Scientific Conference (2019, November 06)
2018
Parcours scolaires et performance mathématique des élèves scolarisés au Luxembourg : Effet du contexte langagier et socio-économiques.; ; ; ; ; ;
Scientific Conference (2018, January 11)
The validity of lower-order dimensions: A psychometrical Investigation of complex problem solving competence;
Scientific Conference (2018, July)
Cognitive Potential and Academic Success in Luxembourg: Use case of the "Test of Cognitive Potential"; ; ; ;
Poster (2018, November 08)
MaGrid: A Language-Neutral Early Mathematical Training and Learning Application; ; ; ; ;
in International Journal of Emerging Technologies in Learning (2018), 13(08), 4-18
Cognitive pitfalls in dealing with sustainabilityin König, Ariane (Ed.) Sustainability science: Key issues (2018)
Longitudinal development of students‘ competencies in Mathematics and German reading comprehension; ; ; ; ; ;
Scientific Conference (2018, November 09)
Finding the right pace: How speech rate influences item difficulty of a listening comprehension test.; ;
Scientific Conference (2018, May)
Un outil sur tablette tactile facilitant l'autuévaluation à l'école primaire; ; ; ;
Scientific Conference (2018, January 11)
A Tablet-Computer-Based Tool to Facilitate Accurate Self-Assessments in Third- and Fourth-Graders; ; ; ;
in International Journal of Emerging Technologies in Learning (2018), 13(10), 225-251
2017
Sometimes more is too much: A rejoinder to the commentaries on Greiff et al. (2015); ; ; ;
in Journal of Intelligence (2017), 5
Assessing Complex Problem Solving in the Classroom: Meeting Challenges and Opportunities; ; ; ;
in Csapó, Beno; Funke, Joachim (Eds.) The Nature of Problem Solving. Using research to inspire 21st century learning (2017)
Learning to confront complexity: What roles can a computer-based problem-solving scenario play?; ;
in Environmental Education Research (2017)
2016
Game Design as a Complex Problem Solving Process; ; ;
in Zheng, R.; Gardner, M. (Eds.) Handbook of Research on Serious Games for Educational Applications (2016)
Teaching Complex Problem Solving Through Digital Game Design; ; ;
Scientific Conference (2016, April)
Effects of correct answer position on multiple-choice item difficulty in educational settings; ;
Scientific Conference (2016, July)
Autoévaluation des élèves de l'école primaire en mathématiques; ; ; ;
Scientific Conference (2016, November)
Différences interindividuelles dans l’autoévaluation des compétences scolaires à l’école primaire; ; ; ;
Poster (2016, June)
2015
Mise en place d’une démarche qualité pour le dispositif ÉpStan; ; ; ; ; ; ; ;
in Martin, Romain; Ugen, Sonja; Fischbach, Antoine (Eds.) Épreuves Standardisées: Bildungsmonitoring für Luxemburg. Nationaler Bericht 2011 bis 2013 (2015)
Sometimes less is more. Comparing the validity of complex problem solving measures.; ; ; ;
in Intelligence (2015), 50
Unterschiede zwischen Schulformen; ; ; ; ; ;
in Martin, Romain; Ugen, Sonja; Fischbach, Antoine (Eds.) Épreuves Standardisées: Bildungsmonitoring für Luxemburg. Nationaler Bericht 2011 bis 2013 (2015)
Kompetenzunterschiede aufgrund des Schülerhintergrundes; ; ; ; ; ; ;
in Martin, Romain; Ugen, Sonja; Fischbach, Antoine (Eds.) Épreuves Standardisées: Bildungsmonitoring für Luxemburg. Nationaler Bericht 2011 bis 2013 (2015)
Complex Problem Solving Provides a Fairer Picture of Multilingual Students’ Cognitive Potential; ; ;
Scientific Conference (2015, August)
Can Computer-Based Assessment of Complex Problem Solving Reveal Otherwise Hidden Cognitive Potential of Multilingual, Immigrant Students?; ; ;
Scientific Conference (2015, March)
Self-assessment of academic competencies via a computer based tool in Luxembourg primary school; ; ; ;
Poster (2015, August)
2014
Gender differences in mathematics achievement in 3rd and 9th grade students: A large-scale study in Luxembourg.; ; ; ; ;
Poster (2014, March 30)
Differential relations between facets of complex problem solving and students’ immigration background; ; ;
in Journal of Educational Psychology (2014), Advance online publication
Assessing Mathematical Competencies within the Luxembourgish School Monitoring Program: Covering the range from 1st to 9th grade.; ; ; ; ; ; ; ;
Scientific Conference (2014, April)
Item Development and Test Compilation; ;
in Fischbach, Antoine; Ugen, Sonja; Martin, Romain (Eds.) ÉpStan Technical Report (2014)
Qualitätssicherung der Itementwicklung zur Überprüfung der luxemburgischen Bildungsstandards; ; ; ; ; ;
Presentation (2014, January)
Do cognitive processes involved in solving reading comprehension items differ in students with differing language background?; ;
Scientific Conference (2014, July)
2013
Luxemburger Schülerinnen und Schüler im internationalen Vergleich; ; ; ; ; ; ; ;
in SCRIPT; EMACS (Eds.) PISA 2012. Nationaler Bericht Luxemburg (2013)
Gender Differences in the Mean Level, Variability, and Profile Shape of Student Achievement: Results From 41 Countries; ; ; ; ;
in Intelligence (2013), 41(5), 378-395
La mesure de la motivation et de l'effort des élèves dans le cadre des épreuves standardisées au Luxembourg; ; ; ; ;
Scientific Conference (2013, August)
A multitrait-multimethod study of assessment instruments for Complex Problem Solving; ; ; ; ;
in Intelligence (2013), 41
Unterschiede zwischen Schulformen und das Pilotprojekt PROCI; ; ; ; ; ; ;
in SCRIPT; EMACS (Eds.) PISA 2012. Nationaler Bericht Luxemburg (2013)
Using Complex Problem Solving Simulations for General Cognitive Ability Assessment: the Genetics Lab Framework; ; ; ; ; ; ; ;
in International Journal of Information Science and Intelligent System (2013), 2(4), 71-88
The Genetics Lab: A case study on computer-based assessment within a multilingual sample of „digital natives“; ; ;
Scientific Conference (2013)
Students’ Complex Problem-Solving Abilities: Their Structure and Relations to Reasoning Ability and Educational Success; ; ;
in Intelligence (2013), 41(5), 289-305
2012
The Genetics Lab. Acceptance and psychometric characteristics of a computer-based microworld to assess Complex Problem Solving; ; ; ; ; ; ; ;
in Psychological Test and Assessment Modeling (2012), 54
The Genetics Lab: a computer-based test to assess students' complex problem solving abilities; ; ; ; ; ;
Software (2012)
Intelligence as assessed by modern computer-based problem solving scenarios; ; ; ;
Scientific Conference (2012)
2011
Geschlechtsunterschiede in Schülerleistungen und in der Lernmotivation: Eine internationale Perspektive.; ; ; ;
Scientific Conference (2011)
Geschlechtsunterschiede in Lesen und Mathematik: Ergebnisse aus 69 Ländern.; ; ; ;
Scientific Conference (2011)
The Genetics Lab: An Innovative Tool for Assessment of Intelligence by Mean of Complex Problem Solving; ; ; ; ; ;
Scientific Conference (2011)
Designing the test booklets for Rasch model calibration in a large-scale assessment with reference to numerous moderator variables and several ability dimensions; ; ; ; ; ; ;
in Educational Research and Evaluation (2011), 17(6), 483-495
Challenges of modern Computer Based Assessment: Usability, Scoring, and “Digital Natives”; ; ; ; ;
Scientific Conference (2011)
Genetics Lab: Intelligenzdiagnostik durch computerbasierte Problemlöseszenarien: Konstruktvalidität, Testmotivation und der Mehrwert von Prozessmaßen; ; ; ; ; ; ; ;
Scientific Conference (2011, September 26)
The Genetics Lab: On the usability and psychometric properties of a newly developed microworld to assess Complex Problem Solving in student samples; ; ; ; ; ; ; ;
Scientific Conference (2011, April 27)
The Genetics Lab - A new Computer-Based Problem Solving Scenario to assess Intelligence; ; ; ;
Scientific Conference (2011)
Assessing Intelligence for Education in the 21st Century: The Benefits of Microworlds; ; ; ; ; ;
Scientific Conference (2011)
2010
2009
COGSIM. Measuring general cognitive ability using computer-based complex problem solving scenarios; ; ; ; ; ;
Scientific Conference (2009, September 06)
Does the position of correct answers in multiple-choice items influence item difficulty?; ; ; ; ;
Scientific Conference (2009)
Das Wiener Self-Assessment Psychologie mit seinen Verfahren der experimentalpsychologischen Verhaltensdiagnostik zur Messung studienfachübergreifender Soft Skills; ;
in Rudinger, G.; Hörsch, K. (Eds.) Self-Assessment an Hochschulen: Von der Studienfachwahl zur Profilbildung (2009)
2008
Measuring the effect of multiple choice response format by some IRT models; ; ; ; ; ; ;
Scientific Conference (2008)
Large Scale Assessment at the Austrian Educational Standards: a Review; ; ; ; ; ; ; ;
in Testing International (2008), 19
Using the LLTM to evaluate an item-generating system for reading comprehensionin Psychology Science Quarterly (2008), 50(3), 345-362
2007
Large-Scale Assessments zu den Bildungsstandards in Österreich: Testkonzept, Testdurchführung und Ergebnisverwertung; ; ; ; ; ; ;
in Erziehung und Unterricht (2007), 157
Das LLTM zur Ermittlung von Itemkonstruktionsartefakten - am Beispiel des Verwandtschaften Reasoning-Tests (VRT); ;
Scientific Conference (2007)
