im Druck
Bez, S., Merk, S., & Tomasik, M. J. (im Druck). Datenkompetenz als notwendige Voraussetzung für das Gelingen von datenbasierter Unterrichtsentwicklung in einer digitalisierten (Bildungs-)Welt. In K. Scheiter & I. Gogolin (Hrgs.), Bildung für eine digitale Zukunft (Edition ZfE). Wiesbaden, Germany: Springer VS.
2021
Tomasik, M. J., Helbling, L. A., & Moser, U. (2021). Educational gains of in-person vs. distance learning in primary and secondary schools: A natural experiment during the COVID-19 pandemic school closures in Switzerland. International Journal of Psychology, 56, 566-576. doi: 10.1002/ijop.12728.
2020
Berger, S. & Moser, U. (2020). Adaptives Lernen und Testen. Journal für LehrerInnenbildung, 20(1), 42-53.
König, N., Tomasik, M. J., Berger, S., Giesinger, L., Helbling, L. A., & Moser, U. (2020). An adaptive computer-based tool for formative student assessment. In V. Kovanović, M. Scheffel, N. Pinkwart & K. Verbert (Eds.), Companion Proceedings of the 10th International Conference on Learning Analytics and Knowledge LAK’20 (p. 190). Frankfurt am Main, Germany: Society for Learning Analytics Research.
2019
Berger, S. (2019). Implementation and validation of an item response theory scale for formative assessment. Enschede: University of Twente. doi: 10.3990/1.9789036547932
Berger, S., Verschoor, A. J., Eggen, Theo J. H. M., & Moser, U. (2019a). Development and validation of a vertical scale for formative assessment in mathematics. Frontiers in Education, 4, 103. doi: 10.3389/feduc.2019.00103
Berger, S., Verschoor, A. J., Eggen, Theo J. H. M., & Moser, U. (2019b). Efficiency of targeted multistage calibration designs under practical constraints: A simulation study. Journal of Educational Measurement, 56 (1), 121–146. doi: 10.1111/jedm.12203
Berger, S., Verschoor, A. J., Eggen, Theo J. H. M., & Moser, U. (2019c). Improvement of measurement efficiency in multistage tests by targeted assignment. Frontiers in Education, 4, 1. doi: 10.3389/feduc.2019.00001
Helbling, L. A. & Tomasik, M. J., & Moser, U. (2019). Long-term trajectories of academic performance in the context of social disparities: Longitudinal findings from Switzerland. Journal of Educational Psychology. 10.1037/edu0000341
Verschoor, A. V., Berger, S., Moser, U., & Kleintjes, F. (2019). On-the-fly calibration in computerized adaptive testing. In B. Veldkamp & C. Sluijter (Eds.), Theoretical and practical advances in computer-based educational measurement (pp. 307-323). Cham, CH: Springer Open. doi: 10.1007/978-3-030-18480-3_16
2018
Imlig, F., & Ender, S. (2018). Towards a national assessment policy in Switzerland: Areas of conflict in the use of assessment instruments. Assessment in Education: Principles, Policy & Practice, 25, 272-290. doi: 10.1080/0969594X.2017.1390439
Tomasik, M. J., Berger, S., & Moser, U. (2018). On the development of a computer-based tool for formative student assessment: Epistemological, methodological, and practical issues. Frontiers in Psychology, 9, 2245. doi: 10.3389/fpsyg.2018.02245
Tomasik, M. J., Napolitano, C. M., & Moser, U. (2018). Trajectories of academic performance across compulsory schooling and thriving in young adulthood. Child Development. doi: 10.1111/cdev.13150
2017
Moser, U., Bayer, N., & Tomasik, M. J. (2017). Language skill transfer effects: Moving from heritage language to school language in kindergarten. In R. Berthele & A. Lambelet (Eds.), Heritage and school language literacy development in migrant children: Interdependence or independence? (pp. 119-140). Bristol, UK: Multilingual Matters.
Moser, U., Oostlander, J., & Tomasik, M. J. (2017). Entwicklung während der obligatorischen Schulzeit: Soziale Ungleichheiten in Leistungszuwächsen und Übertrittswahrscheinlichkeiten. In M. P. Neuenschwander & C. Nägele (Hrsg.), Bildungsverläufe von der Einschulung in die Erwerbstätigkeit: Theoretische Ansätze – Befunde – Beispiele (S. 59-77). Wiesbaden: Springer.
Sermier Dessemontet, R., de Chambrier, A.-F., Martinet, C., Moser, U., & Bayer, N. (2017). Exploring phonological awareness skills in children with intellectual disability. American Journal on Intellectual and Developmental Disability, 122, 476-491. doi: 10.1352/1944-7558-122.6.476
2016
Moser, U. (2016). Kompetenzorientiert – adaptiv – digital. Adaptives Lernen und Testen für eine zeitgemässe Evaluation des Lernfortschritts im Schulunterricht. In A.-W. Scheer und C. Wachter (Hrsg.), Digitale Bildungslandschaften (S. 327-339). Saarbrücken: IMC AG.