Prof. Dr. Samuel Greiff€¦ · Educational Psychology Assessment Cognitive Psychology: Challenges...

August 2018 1

Personal Profile

ORCID identifier 0000-0003-2900-3734

Citizenship: German

Date of birth: 20th of September 1979

Place of birth: Frankfurt/Main, Germany

Work address: Institute of Cognitive Science and Assessment (COSA) University of Luxembourg 11, Porte des Sciences 4366 Esch sur Alzette, Luxembourg

Phone (work): +352 466644 9245

E-mail (work): [email protected]

Homepage (work): uni.lu/eccs/cba; facebook.com/21cba Home address: Moltkestraße 5,

69120 Heidelberg, Germany Phone (mobile): +49 151 28223562

E-mail (private): [email protected]

Major Research Interests

Educational Psychology

Assessment

Cognitive Psychology:

Challenges of education in the 21st century

Development of transversal thinking skills in school

Educational policy

Computer-based assessment

Process data & Educational Data Mining

Large-scale assessments (PISA, PIAAC, national assessments)

Problem solving (domain-general & domain-specific)

Intelligence and general mental ability

Multivariate statistics: Structural equation modeling Item Response Theory Scaling methods

CURRICULUM VITAE Prof. Dr. Samuel Greiff

Samuel Greiff × Curriculum Vitae

August 2018 2

Academic and Research Experience

06/2018 – present Full Professor of Educational Assessment, University of Luxembourg, Luxembourg

12/2015 – present Guest Professor & Strategic Partner at the Centre of Educational Measurement, University of Oslo, Norway

09/2015 – 10/2015 Guest Professor at the Institute of Education, University of Szeged, Hungary

02/2015 – 05/2018 Associate Professor of Educational Assessment, University of Luxembourg, Luxembourg

01/2014 – 12/2014 Thomas J. Alexander fellow with the Organisation for Economic Co-operation and Development (OECD), Paris, France

10/2012 – present Senior Researcher, Head of Research Group “Computer-Based Assessment” (currently: 4 PostDocs, 14 PhDs, 1 IT staff, 6 student assistants), University of Luxembourg, Luxembourg

10/2012 – 03/2018 ATTRACT fellow Assessing Skills in the 21st Century, University of Luxembourg, Luxembourg

02/2012 – 09/2012 Assistant Professor (“Akademischer Rat”) & Head of Section Assessment of Dynamic Problem Solving (8 research assistants & 15 student assistants), University of Heidelberg, Department of Psychology, General and Theoretical Psychology (Head: Prof. Funke)

02/2010 – 01/2012 Research Associate & Project Leader in diverse projects on Assessment of Problem Solving, University of Heidelberg, Department of Psychology, General and Theoretical Psychology (Head: Prof. Funke)

10/2010 – 03/2011 Research Associate & Clinical Psychologist, Heidelberg University Medical Centre, Psychosomatic Hospital (Head: Prof. Herzog)

10/2009 – 07/2010 Research Associate, University of Education Heidelberg, Department of Geography (Heads: Prof. Siegmund & Prof. Funke)

09/2008 – 01/2012 Appointed Lecturer, University of Applied Sciences Heidelberg, Department of General Psychology

10/2007 – 01/2012 Research Assistant and Head of the Statistical Support Section, University of Heidelberg, Department of Psychology, Methodology (Head: Prof. Voss)

10/2007 – 01/2010 Research Assistant, University of Heidelberg, Department of Psychology, General and Theoretical Psychology (Head: Prof. Funke)

Education

01/2010 Dr. phil. in Psychology, University of Heidelberg, Germany

Doctoral dissertation on “Assessment of individual problem solving ability”

Summa Cum Laude (= with distinction)

Samuel Greiff × Curriculum Vitae

August 2018 3

11/2006 Diploma in Psychology (equivalent to M.A.); University of Heidelberg, Germany

Diploma thesis on Predicting study success in university students

GPA: 1,0 (excellent)

Studies in Heidelberg (04/2003 – 11/2006), Germany and Bergen, Norway (07/2004 – 12/2004)

11/2002 Intermediate exam in Psychology (equivalent to B.A.); University of Marburg, Germany

GPA: 1,0 (excellent)

Studies in Marburg, Germany (10/2000-03/2003)

Additional Skills and Education

01/2010 – 10/2012 Advanced training in psychodynamic psychotherapy, Heidelberg Institute of Psychotherapy, Heidelberg, Germany

07/2004 – 12/2004 Studies of Psychology and Norwegian Language within the ERASMUS Mobility Program, University of Bergen, Norway

06/2000 Senior high school degree, Gymnasium Philippinum, Marburg, Germany GPA: 1.2 (excellent)

08/1996 – 06/1997 International exchange student, Meridian High School, Meridian, MS, USA GPA: 4.0 (excellent)

Committee functions Committee functions in different areas such as representative for the psychotherapy institute in Heidelberg or as Erasmus representative of international exchange students in Bergen, Norway.

Languages German: native English: proficient user (C2) Norwegian: independent user (B2) Danish, Finnish, Latin, Swedish: basic user (A1)

Computer MS Office / Internet MPlus & SPSS (Statistics) IRT- & SEM-Software

Interests Sports: cycling, hiking, soccer Literature (English and Norwegian, Fantasy)

Luxembourg, August 2018

Samuel Greiff × Record of Scientific Activities

August 2018 4

Selected publications In total, > 150 peer-reviewed articles and chapters, > 200 conference contributions, and > 150

invited talks on various scientific topics. Fiore, S., Graesser, A., & Greiff, S. (2018). Collaborative problem solving education for the 21st

century workforce. Nature: Human Behavior, 2, 367-369. Greiff, S. & Ziegler, M. (2017). How to make sure your paper is desk rejected. A practical guide to

rejection in EJPA. European Journal of Psychological Assessment 33, 75-78. Greiff, S., Wüstenberg, S., & Avvisati, F. (2015). Computer-generated log-file analyses as a window

into students' minds? A showcase study based on the PISA 2012 assessment of problem solving. Computers & Education, 91, 92-105.

Greiff, S., Wüstenberg, S., Molnar, G., Fischer, A., Funke, J., & Csapo, B. (2013). Complex Problem Solving in educational settings – something beyond g: Concept, assessment, measurement invariance, and construct validity. Journal of Educational Psychology, 105, 364-379.

Selected extramural grants In total, > 30 external research grants from various funding agencies and as public-private

partnerships. Overall funding amount as PI: € 5.601.946; overall funding amount as Co-PI: € 3.534.836.

Greiff, S. (PI; 2017 to 2020). Training and transfer of complex problem solving (TRIOPS). Funded by the National Luxembourgish Research Foundation. Amount: € 743.979.

Greiff, S. (PI; 2012 to 2018). Assessing skills in the 21st century (ASKI21). Funded by the National Luxembourgish Research Foundation. Amount: € 1.498.600.

Greiff, S. (PI; 2012 to 2015). Complex problem solving and lifelong learning. Funded by the European Union (FP7 Programme). Amount: € 567.858 (overall contribution to all partners: € 3.561.984).

Editorial and review activities

• Editor-in-Chief for European Journal of Psychological Assessment (2017 -) and for German Journal of Educational Psychology (2018 -)

• Associate Editor for Thinking Skills & Creativity (2016 -) and Technology, Knowledge, & Learning (2014 -)

• Several guest editorships including Journal of Educational Psychology and Computers in Human Behavior

• Several past associate editorships, 9 editorial board memberships, reviewing for > 90 journals, funding institutions, and conferences

Teaching and supervision Over a decade of regular teaching and supervision (Bachelor, Master, PhD level) activities on a

variety of topics. Google Scholar: scholar.google.lu/citations?user=vfVFH08AAAAJ&hl=de Research Gate: researchgate.net/profile/Samuel_Greiff

As of August 2018

BRIEF OVERVIEW OF SCIENTIFIC ACTIVITIES Prof. Dr. Samuel Greiff


August 2018 5

Grant Support

Project: The role of Conscientiousness skills as enhancers of academic success in secondary education (enhanCe)

Institution: University of Luxembourg

PI: Greiff, S.

Duration: 07/2017 to 10/2019

Amount: approx. € 184,869.--

Project: Training and transfer of complex problem solving (TRIOPS)

Institution: National Luxembourgish Research Foundation

PI: Greiff, S., Mustafic, M., & Martin, R.

Duration: 02/2017 to 01/2020

Amount: approx. € 743.979.--

Project: Dynamics of academic self-concept in everyday life (DYNASCEL)


PI: Niepel, C. & Greiff, S.

Duration: 12/2016 to 04/2019

Amount: € 591.000.--

Project: Capitalizing on linguistic diversity


PI: Budach, G., de Saint-Georges, I., Engel-de Abreu, P., Fischbach, A., Greiff, S., Hu, A., Kirsch, C., Martin, R., Schiltz, C., Ugen, S., & Weth, C.

Duration: 01/2017 to 12/2020

Amount: approx. € 1.800.000.--

Project: Educational assessments of the 21st century: Measuring and understanding students’ adaptability in complex problem solving situations

Institution: The Research Council of Norway

PI: Scherer, R. & Greiff, S.

Duration: 06/2016 to 05/2019

Amount: approx. € 700.000.-- (NOK 6,524,000.--)

FULL RECORD OF SCIENTIFIC ACTIVITIES Prof. Dr. Samuel Greiff


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Project: Developing a computer-based assessment instrument of the 16 basic desires theory

Institution: Private company (public-private partnership)

PI: Kemper, C. & Greiff, S.

Duration: 01/2016 to 04/2017

Amount: approx. € 108.000,--

Project: Process indicators: From explaining overall proficiency toward formative assessment

Institution: German Federal Ministry of Research and Education

PI: Naumann, J., Greiff, S. & Goldhammer, F.

Duration: 05/2015 to 04/2017

Amount: € 335.836,--

Project: Item development PISA 2018 Global competencies & Reading

Institution: Educational Testing Service (ETS) & Organisation for Economic Co-operation and Development (OECD)

PI: Greiff, S. & Martin, R.

Duration: 02/2015 to 01/2018

Amount: approx. € 203,000,--

Project: Validation of the human-to-agent and the human-to-human approach in the assessment of collaborative problem solving

Institution: Organisation for Economic Co-operation and Development (OECD) and the Hewlett Foundation

PI: Greiff, S.

Duration: 02/2015 to 12/2016

Amount: € 316.469,--

Project: Developing an in-depth understanding of Complex Problem Solving skills (DAISSI)

Institution: University of Luxembourg

PI: Greiff, S.

Duration: 04/2014 to 03/2017

Amount: € 349.027,--


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Project: Item development PISA 2015 Collaborative problem solving & Science

Institution: Educational Testing Service (ETS) & Organisation for Economic Co-operation and Development (OECD)

PI: Greiff, S. & Martin, R.

Duration: 06/2012 to 01/2015

Amount: € 358.494,--

Project: Assessing skills in the 21st century (ASKI21).


PI: Greiff, S.

Duration: 10/2012 to 03/2018

Amount: € 1.498.600,--

Project: Complex Problem Solving and Life Long Learning (joint project on Life Long Learning and its Determinants).

Institution: European Union (FP7 Programme)

PI: Greiff, S.

Duration: 01/2012 to 10/2015

Amount: € 567.858,--

(overall contribution to all partners: € 3.561.984)

Project: Validation and advancement of approaches to measure dynamic problem solving.

Institution: German Federal Ministry of Research and Education

PI: Greiff, S., Goldhammer, F., & Funke, J.

Duration: 03/2012 to 12/2014

Amount: € 228.401.--

Project: Item development PISA 2012 Interactive problem solving

Institution: Australian Council of Education Research (ACER) & Organisation for Economic Co-operation and Development (OECD)

PI: Greiff, S. & Funke. J.

Duration: 03/2010 to 06/2011

Amount: approx.. € 73.000.—

Project: PhD grants, other minor grants, and personalized travel grants (approx.. 20 additional grants)

PI: Greiff, S

Duration: since 10/2007

Amount: € 1.272.249,--

Overall Amount as PI: € 5.601.946.--

Overall Amount as Co-PI: € 3.534.836.--


August 2018 8

Professional Activities

Membership (current & former)

Ex Officio Member of the Executive Committee of the European Association of Psychological Assessment (EAPA)

American Educational Research Association (AERA)

American Psychological Association (APA)

Association for Psychological Science (APS)

Comparative & International Education Society (CIES)

Deutsche Gesellschaft für Psychologie [German Psychological Association] (DGPs)

European Association of Psychological Assessment (EAPA)

European Association for Research on Learning and Instruction (EARLI)

Gesellschaft für Empirische Bildungsforschung [Association for empirical educational research] (GEBF)

Liuxembourg Educational Research Association (LuxERA)

International Educational Data Mining Society (IEDM)

National Council on Measurement in Education (NCME)

Ad hoc Reviewer

Journals & book series: Applied Measurement in Education, Applied Psychological Measurement, Assessment, Assessment in Education: Principles, Policy, & Practice, BMC Medical Education, British Journal of Developmental Psychology, Cognitive Science, Compare: A Journal of Comparative and International Education, Computer Science Education, Computers & Education, Computers in Human Behavior, Diagnostica, Education Research International, Educational Assessment, Educational Policy, Educational Research, Educational Research Review, Empirical Research in Vocational Education & Training, European Journal of Developmental Psychology, European Journal of Engineering Education, European Journal of Personality, European Journal of Psychological Assessment, Frontiers in Psychology, Intelligence, Interactive Learning Environments, International Journal of Lifelong Education, International Journal of Psychological Science, International Journal of Technology Enhanced Learning, Journal of Business and Psychology, Journal of Computational Science, Journal of Computer Assisted Learning, Journal of Educational and Developmental Psychology, Journal of Educational Measurement, Journal of Educational Psychology, Journal of Educational Research Online, Journal of Experimental Child Psychology, Journal of Intelligence, Journal of Mathematical Behavior, Journal of Nursing and Advanced Health Care, Journal of Software Engineering and Applications, Learning and Individual Differences, Learning and Instruction, Learning: Research and Practice, Metacognition & Learning, Parenting: Science and Practice, Peabody Journal of Education, Personality and Individual Differences, PLOS ONE, Psych Journal, Psycho-Oncology, Psychological Test and Assessment Modeling, Psychologische Rundschau, Psychology Learning and Teaching, Review of Psychology, Springer Plus, Springer Publishers, Studia Psychologica, Studies in Educational Evaluation, Systems, Taylor & Francis Books, Technology, Knowledge, and Learning, Thinking Skills & Creativity,


August 2018 9

Ad hoc Reviewer (continued)

Vocations and Learning, Zeitschrift für Erziehungswissenschaft, Zeitschrift für Pädagogik, Zeitschrift für Pädagogische Psychologie

Grant proposals: German Research Foundation, National Science Foundation, Netherlands Organisation for Scientific Research

Conferences: Reviewing activities for several conferences including AERA 2015, 2016, 2017; CEA 2012, 2013, 2014, 2016; CogSci 2013, 2014, 2015, 2016, 2017; Competence 2016; EARLI 2013, 2017; FREMO 2018; GEBF 2014, 2015, 2017, 2018; ICALT 2014; JURE 2013; PAEPS2017

Others: Award “Digital Assessment”, Research Data Center of the “German standing conference of the ministers of education and cultural affairs”, University of Cambridge tenure track positions

Chairing of conferences President of the 12th Conference of the International Test Commission (ITC) in Esch-sur-Alzette, Luxembourg, July 2020

Chair of the 5th Szeged Workshop on Educational Evaluation (SWEE) in Szeged. Hungary, April 2013 (together with Beno Csapo)

Program committee at conferences

International Conference on Competence Theory, Research, and Practice 2016

14th Conference on Educational Assessment (CEA) 2016

International Conference on Competence Theory, Research, and Practice 2016

2nd International Workshop on Peer-Review, Peer-Assessment, and Self-Assessment in Education (PRASAE 2015)

15th International Conference on Advanced Learning Technologies (ICALT) 2015

International Computer Assisted Assessment Conference (CAA) 2015

1st International Workshop on Peer-Review, Peer-Assessment, and Self-Assessment in Education (PRASAE) 2014

13th International Conference on Web-based Learning (ICWL) 2014

14th International Conference on Advanced Learning Technologies (ICALT) 2014

International Computer Assisted Assessment Conference (CAA) 2014


August 2018 10

Editorship Editor-in-Chief:

Editor-in-Chief for European Journal of Psychological Assessment (2017 – onwards) (IF ~ 2.3; around 400 submissions pa; acceptance rate ~ 10-15%)

Editor-in-Chief for Zeitschrift für Pädagogische Psychologie (German Journal of Educational Psychology) (IF ~ 1.0; around 80 submissions pa2018 – onwards)

Associate Editor (or comparable):

Associate Editor for Zeitschrift für Pädagogische Psychologie (German Journal of Educational Psychology) (2017)

Associate Editor for Thinking Skills & Creativity (2016 – onwards)

Editor for Cogent Education Open Access (2015 – 2016)

Executive Editor for Technology, Knowledge, and Learning (2014 – onwards)

Associate Editor for European Journal of Psychological Assessment (2013 – 2016)

Guest editor:

Guest Editor for Computers in Human Behavior (2017 & 2019)

Guest Editor for Journal of Business & Psychology (2017)

Guest Editor for Journal of Intelligence (2017)

Guest Editor for Psychological Test and Assessment Modeling (2017)

Guest Editor for Applied Measurement in Education (2016)

Guest Editor for Psychological Test and Assessment Modeling (2016)

Guest Editor for International Journal of Lifelong Education (2015)

Guest Editor for Thinking Skills and Creativity (2015)

Guest Editor for Journal of Educational Psychology (2014)

Guest Editor for Zeitschrift für Pädagogische Psychologie (German Journal of Educational Psychology) (2014)


August 2018 11

Editorial Board Membership

International Journal of Testing (2018 – onwards)

Computer-Based Learning in Context (2018 – onwards)

Journal of Intelligence (2017 – onwards)

Frontiers in Psychology (Specialty Educational Psychology) (2016 – onwards)

Psychological Test and Assessment Modeling (2016 – onwards)

Applied Measurement in Education (2015 – onwards)

Zeitschrift für Pädagogische Psychologie (German Journal of Educational Psychology) (2015 – 2016)

International Journal of Psychological Science (2011 – onwards)

Journal of Educational and Developmental Psychology (2011 – onwards)


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Publications (E) = Editorial; (SI) = Special Issue; (PhD) = 1st author is/was PhD/Master student of SG

JOURNAL ARTICLES, SUBMITTED: Borgonovi, F. & Greiff, S. (submitted). Country-level variations in gender differences in problem

solving. The role of gender inequality Dörendahl, J., Niepel, C., & Greiff, S. (submitted). Assessing 16 fundamental motives with less than

50 items. Development and validation of the 16 motives research scale (16mrs). Gnaldi, M., Bacci, S., Kunze, T. & Greiff, S. (submitted). Students’ complex problem solving profiles. Herborn, K., Mustafic, M., & Greiff, S. (2018). Computer-based collaborative problem solving in

PISA 2015 and the role of personality. Herborn, K., Stadler, M., Mustafic, M., & Greiff, S. (2018). The assessment of collaborative problem

solving in PISA 2015. An investigation of the validity of the PISA 2015 CPS tasks. Mustafic, M., Yu, J., Stadler, M., Vainikainen, M. P., Bornstein, M. H., Putnick, D. L., & Greiff, S.

(submitted). Complex problem solving. Profiles and developmental paths revealed via latent transition analysis.

Niepel, C., Greiff, S., Mohr, J. J., Fischer, J. A., & Kranz, D. (submitted). Lesbian and gay identity here and across the Atlantic. Establishing measurement invariance across gender and culture.

Scalise, K., Park, S., Mustafic, M., & Greiff, S. (submitted). Regaining lost opportunities. PISA designs for a next generation sequel to spiraling contextual questionnaires.

Stadler, M., Anguiano-Carrasco, C., Barnwell, P., & Greiff, S. (submitted). I know how you feel. Neuroticism moderates the relation between trait emotional intelligence and ability emotional intelligence. (PhD)

Stadler, M., Debatin, T., Vainikainen, M.-P., Hilbert, S., & Greiff, S. (submitted). From trial and error to knowledge. Extracting indicators of learning capability from complex problem solving process data. (PhD)

Stadler, M., Kemper, C., & Greiff, S. (submitted). Assessing subjective university success with the Subjective Academic Achievement Scale (SAAS). (PhD)

Tong, T., Li, H., & Greiff, S. (submitted). What makes a leader? The impact of cognitive and noncognitive abilities.

JOURNAL ARTICLES, UNDER REVISION: Eichmann, B., Goldhammer, F., Greiff, S., Pucite, L., & Naumann, J. (under revision). The role of

planning in complex problem solving. Computers & Education. Johnson, A., Krieger, F., Scherer, R., & Greiff, S. (under revision). Problem solving in international

large-scale assessments. Still something to „solve”? Educational Measurement: Issues & Practice.

Karavdic, S., Greiff, S., & Baumann, M. (under revision). Protean career orientation and career attributes. Mediating effects of intrinsic career goals. Journal of Career Development.

Krieger, F., Becker, N., Greiff, S., Zimmer, H. D., Spinath, F. (under revision). The role of selective encoding in matrix reasoning. A new inspection of demands in figural matrices tests and implications for the correlation to working memory. Intelligence.

Kunze, T., Kemper, C., Becker, N., Stadler, M., & Greiff, S. (under revision). COMPROSO. A novel tool for computer-based assessment. International Journal of Internet Sciences. (PhD)

Mainert, J., Niepel, C., Murphy, K., & Greiff, S. (submitted). Solving complex problems at work. The incremental contribution of complex problem solving skills to the prediction of job level, job complexity, and salary. Journal of Business and Psychology. (PhD)


August 2018 13

Niepel, C., Stadler, M., & Greiff, S. (under revision). Seeing is believing. Gender diversity in science, technology, engineering, and mathematics predicts students’ mathematics self-concept across 23 countries. Journal of Educational Psychology.

Rudolph, J., Greiff, S., Strobel, A., & Preckel, F. (under revision). Understanding the link between need for cognition and complex problem solving. Contemporary Educational Psychology. (PhD)

Stadler, M., Niepel, C., & Greiff, S. (under revision). Towards a comprehensive understanding of complex problem solving. A multifaceted framework and its empirical validation. Intelligence.

JOURNAL ARTICLES, PEER-REVIEWED (PUBLISHED & SPECIAL ISSUES) & EDITORIALS: In press Bensch, D., Maaß, U., Greiff, S., Horstmann, K., & Ziegler, M. (in press). The nature of faking. A

homogeneous and predictable construct? Psychological Assessment. Herborn, K., Stadler, M., Mustafic, M., & Greiff, S. (in press). The assessment of collaborative

problem solving in PISA 2015. Can computer agents replace humans? Computers in Human Behavior.

Keller, U., Strobel, A., Wollschläger, R., Greiff, S., Martin, R., Vainikainen, M.-P., & Preckel, F. (in press). A need for cognition scale for children and adolescents. Structural analysis and measurement invariance. European Journal of Psychological Assessment.

2018 Fiore, S., Graesser, A., & Greiff, S. (2018). Collaborative problem solving education for the 21st

century workforce. Nature: Human Behavior, 2, 367-369. Greiff, S., Molnar, G., Martin, R., Zimmermann, J., & Csapo, B. (2018). Students’ exploration

strategies in complex problem environments. A latent class approach. Computers & Education, 126, 248-263.

Greiff, S. & Scherer, R. (Eds.) (2018a). Complex problem solving and its position in the wider realm of the human intellect. Special issue. Journal of Intelligence. (SI)

Greiff, S. & Scherer, R. (Eds.) (2018b). Editorial to the special issue complex problem solving and its position in the wider realm of the human intellect. Journal of Intelligence, 6, 5. (E)

Greiff, S. & Scherer, R. (2018c). Still comparing apples with oranges? Some thoughts on the principles and practices of measurement invariance testing. European Journal of Psychological Assessment, 34, 141-144. (E)

Mainert, J., Niepel, C., Lans, T. & Greiff, S. (in press). How employees perceive organizational learning. Construct validation of the 15 item short form of the Strategic Learning Assessment Map (SF-SLAM). Journal of Knowledge Management, 22, 57-75. (PhD)

Niepel, C., Burrus, J., Greiff, S., Lipnevich, A. A., Brenneman, M. W., & Roberts, R. D. (2018). Examining students’ mathematics attitudes across time. A longitudinal test of the theory of planned behavior. Learning and Individual Differences, 63, 24-33.

Stadler, M., Becker, N., Schult, J., Niepel, C., Spinath, F., Sparfeldt, J., & Greiff, S. (2018). The relation between complex problem solving skills and university achievement. Higher Education, 76, 1-15. (PhD)

Wetzel, E. & Greiff, S. (2018). The world beyond rating scales. Why we should think more carefully about the response format in questionnaires. European Journal of Psychological Assessment, 34, 1-5. (E)

2017 Baggen, Y., Mainert, J., Kretzschmar, A., Lans, T., Biemans, H., Niepel, C., & Greiff, S. (2017).

Complex problems in entrepreneurship education. Examining complex problem solving in the application of opportunity identification. Education Research International, Article ID 1768690.


August 2018 14

Fanta, D., Bräutigam, J., Rieß, W., & Greiff, S. (2017). Entwicklung und Validierung eines Messinstrumentes zur Erfassung von systemischen Denken bei Lehramtsstudierenden in ökologischen Kontexten [Development and validation of an instrument for measuring systems thinking in student teachers in ecological contexts]. Zeitschrift für Didaktik der Naturwissenschaften, 23, 241-259.

Fokkema, M. & Greiff, S. (2017). Why “PCA + CFA” on the same sample equals trouble. European Journal of Psychological Assessment, 33, 399-402. (E)

Greiff, S. (2017). The field of psychological assessment. Where it stands and where it’s going. A personal analysis of foci, gaps, and implications for EJPA. European Journal of Psychological Assessment, 33, 1-4. (E)

Greiff, S. & Heene, M. (2017). Why psychological assessment needs to start worrying about model fit. European Journal of Psychological Assessment, 33, 313-317. (E)

Greiff, S. & Iliescu, D. (2017). A test is much more than just the test. Some thoughts on adaptations and equivalence. European Journal of Psychological Assessment, 33, 145-148. (E)

Greiff, S., Scherer, R., & Kirschner, P. (Eds.) (2017). Critical discussion of the special issue current innovations in computer-based assessment. Computers in Human Behavior, 76, 715-718. (E)

Greiff, S., Stadler, M., Sonnleitner, P., Wolff, C., & Martin, R. (2017). Sometimes more is too much. A rejoinder to the commentaries on Greiff et al. (2015). Journal of Intelligence, 5, 6.

Greiff, S. & Ziegler, M. (2017). How to make sure your paper is desk rejected. A practical guide to rejection in EJPA. European Journal of Psychological Assessment 33, 75-78. (E)

Herborn, M. K., Mustafic, M., & Greiff, S. (2017). Mapping an experiment-based collaborative behavior assessment onto collaborative problem solving in PISA 2015. A cluster analysis approach for collaborator profiles. Journal of Educational Measurement, 54, 103-122. (PhD)

Lotz, C., Scherer, R., Greiff, S., & Sparfeldt, J. (2017). Intelligence in action. Effective strategic behaviors while solving complex problems. Intelligence, 64, 98-112.

Luong, C., Strobel, A., Wollschläger, R., Greiff, S., Vainikainen, M.-P., & Preckel, F. (2017). Need for cognition in children and adolescents. Correlates and relations to intelligence and academic performance. Learning and Individual Differences, 53, 103-113.

Murphy, K., Greiff, S., & Niepel, C. (Eds.) (2017). 21st century skills for the 21st century work place. Special section. Journal of Business & Psychology. (SI)

Mustafic, M., Niepel, C., & Greiff, S. (2017). Assimilation and contrast effects in the formation of problem-solving self-concept. Learning and Individual Differences, 54, 82-91.

Nagy, G., Brunner, M., Ihme, J. M., & Greiff, S. (2017). Extension procedures for confirmatory factor analysis. Analyzing associations of common and unique factors with external variables. The Journal of Experimental Education, 85, 574-596.

Rudolph, J., Niepel, C., Greiff, S., Goldhammer, F., & Kröner, S. (2017). Metacognitive confidence judgments and their link to complex problem solving. Intelligence, 67, 1-8. (PhD)

Scherer, R., Greiff, S., & Kirschner, P. (Eds.) (2017a). Current innovations in computer-based assessment. Special issue. Computers in Human Behavior. (SI)

Scherer, R., Greiff, S., & Kirschner, P. (Eds.) (2017b). Editorial to the special issue current innovations in computer-based assessment. Computers in Human Behavior, 76, 604-606. (E)

Schult, J., Stadler, M., Becker, N., Greiff, S., & Sparfeldt, J. (2017). Home alone. Complex problem solving performance benefits from individual online assessment. Computers in Human Behavior, 68, 513-519.

Stadler, M., Cooper-Thomas, H., & Greiff, S. (2017). A primer on relative weights analysis. Illustrations of its utility for management researchers. Psychological Test and Assessment Modeling, 59, 381-403. (PhD)

Stadler, M., Greiff, S., & Krolak-Schwerdt, S. (Eds.) (2017a). Current methodological issues in educational large-scale assessments. Part 2. Special Issue. Psychological Test and Assessment Modeling. (SI) (PhD)


August 2018 15

Stadler, M., Greiff, S., & Krolak-Schwerdt, S. (Eds.) (2017b). Editorial to the special issue current methodological issues in educational large-scale assessments. Part 2. Psychological Test and Assessment Modeling, 59, 31-33. (E) (PhD)

2016 Ederer, P., Patt, A., & Greiff, S. (2016). Complex problem solving skills and innovativeness. Evidence

from occupational testing and regional data. European Journal of Education, 51 244-256. Greiff, S., Krkovic, K., & Hautamäki, J. (2016). The prediction of problem solving assessed via

microworlds. The relative importance of fluid reasoning and working memory. European Journal of Psychological Assessment, 32, 298-306.

Greiff, S. & Kyllonen, P. (Eds.) (2016a). Contemporary assessment challenges. The measurement of 21st century skills. Special issue. Applied Measurement in Education. (SI)

Greiff, S. & Kyllonen, P. (Eds.) (2016b). Editorial to the special issue Contemporary assessment challenges. The measurement of 21st century skills. Applied Measurement in Education, 29, 243-244. (E)

Greiff, S., Niepel, C., Scherer, R., & Martin, R. (2016). Understanding students' performance in a computer-based assessment of complex problem solving. An analysis of behavioral data from computer-generated log files. Computers in Human Behavior, 61, 36-46.

Herde, C. N., Wüstenberg, S., & Greiff, S. (2016). Assessment of complex problem solving. What we know and what we don’t know. Applied Measurement in Education, 29, 265-277. (PhD)

Kretzschmar, A., Neubert, J. C., Wüstenberg, S., & Greiff, S. (2016). Construct validity of complex problem solving. A comprehensive view on different facets of intelligence and school grades. Intelligence, 54, 55-69. (PhD)

Krkovic, K., Wüstenberg, S., & Greiff, S. (2016). Assessing collaborative behavior in students. An experiment-based approach. European Journal of Psychological Assessment, 32, 52-60. (PhD)

Lotz, C., Sparfelt, J. R., & Greiff, S. (2016). Complex problem solving in educational contexts. Still something beyond a “good g”? Intelligence, 59, 127-138.

Meißner, A., Greiff, S., Frischkorn, G., & Steinmayr, R. (2016) Prediction of Complex Problem Solving and school grades by working memory and ability self-concept. Learning and Individual Differences, 49, 323-331.

Shute, V., Wang, L., Greiff, S., Zhao, W., & Moore, G. (2016). Measuring problem solving skills via stealth assessment in an engaging video game. Computers in Human Behavior, 63, 106-117.

Stadler, M., Aust, M., Becker, N., Niepel, C., & Greiff, S. (2016). The choice between what you want now and what you want most. Self-control explains academic achievement beyond cognitive ability. Personality and Individual Differences, 94, 168-172. (PhD)

Stadler, M., Becker, N., Greiff, S., & Spinath, F. M. (2016). The complex route to success. Complex problem solving skills predict university success. Higher Education Research & Development, 35, 365-379. (PhD)

Stadler, M., Greiff, S., & Krolak-Schwerdt, S. (Eds.) (2016a). Current methodological issues in educational large-scale assessments. Part 1. Special Issue. Psychological Test and Assessment Modeling. (SI) (PhD)

Stadler, M., Greiff, S., & Krolak-Schwerdt, S. (Eds.) (2016b). Editorial to the special issue current methodological issues in educational large-scale assessments. Part 1. Psychological Test and Assessment Modeling, 58, 583-585. (E) (PhD)

Stadler, M., Niepel, C., & Greiff, S. (2016). Easily too difficult. Estimating item difficulty of microworlds. Computers in Human Behavior, 65, 100-106. (PhD)

Wüstenberg, S., Greiff, S., Vainikainen, M.-P., & Murphy, K. (2016). Individual differences in complex problem solving skills. How they evolve and what they imply. Journal of Educational Psychology, 108, 1028-1044.

Ziegler, M. & Greiff, S. (2016). A look back and a glimpse forward. A personal exchange between the current and the incoming editor-in-chief of EJPA. European Journal of Psychological Assessment, 32, 251-254. (E)


August 2018 16

2015 Baggen, Y., Mainert, J., Lans, T., Biemans, H., Greiff, S., & Mulder, M. (2015). Linking complex

problem solving to opportunity identification competence within the context of entrepreneuership. International Journal of Lifelong Education, 34, 412-429.

Basten, M., Greiff, S., Marsch, S., Meyer, A., Urhahne, D., & Wilde, M. (2015). Kurzskala zur Messung konstruktivistischer Prozessmerkmale im Biologieunterricht [Short scale for measuring constructivist process criteria of biology lessons]. Erkenntnisweg Biologiedidaktik, 14, 43-57.

Becker, N., Stadler, M., & Greiff, S. (2015). Noch mehr als Intelligenz? Komplexes Problemlösen im alltäglichen Leben [More than intelligence? Complex problem solving in everyday life]. InMind, Issue 6/2015.

Fischer, A., Greiff, S., Wüstenberg, S., Fleischer, J., Buchwald, F., & Funke, J. (2015). Assessing analytic and interactive aspects of problem solving competency. Learning and Individual Differences, 39, 172-179.

Goldhammer, F., Naumann, J., & Greiff, S. (2015). More is not always better. The relation between item response and item response time in Raven’s matrices. Journal of Intelligence, 3, 21-40.

Greiff, S., Fischer, A., Stadler, M., & Wüstenberg, S. (2015). Assessing complex problem solving skills with Multiple Complex Systems. Thinking & Reasoning, 21, 356-382.

Greiff, S., Niepel, C., & Wüstenberg, S. (Eds.) (2015a). 21st century skills. Recent advancements and international developments. Special Issue. Thinking Skills and Creativity. (SI)

Greiff, S., Niepel, C., & Wüstenberg, S. (Eds.) (2015b). Editorial to the special issue 21st century skills. Recent advancements and international developments. Thinking Skills and Creativity, 18, 1-3. (E)

Greiff, S., Neubert, J. C., Niepel, C., & Ederer, P. (Eds.) (2015a). Problem solving—facilitating the utilization of a concept towards lifelong education. Special Issue. International Journal of Lifelong Education. (SI)

Greiff, S., Neubert, J. C., Niepel, C., & Ederer, P. (Eds.) (2015b). Editorial to the special issue Problem solving—facilitating the utilization of a concept towards lifelong education. International Journal of Lifelong Education, 34, 373-375. (E)

Greiff, S., Stadler, M., Sonnleitner, P., Wolff, C., & Martin, R. (2015). Sometimes less is more. Comparing the validity of complex problem solving measures. Intelligence, 50, 100-113.

Greiff, S., Wüstenberg, S., & Avvisati, F. (2015). Computer-generated log-file analyses as a window into students' minds? A showcase study based on the PISA 2012 assessment of problem solving. Computers & Education, 91, 92-105.

Greiff, S., Wüstenberg, S., Götz, T., Vainikainen, M.-P., Hautamäki, J., & Bornstein, M. H. (2015). A longitudinal study of higher-order thinking skills. Working memory and fluid reasoning in childhood enhance complex problem solving in adolescence. Frontiers in Developmental Psychology, 6:1060.

Mainert, J., Kretzschmar, A., Neubert, J. C., & Greiff, S. (2015). Linkages of complex problem solving and general mental ability to career advancement. Does a transversal skill reveal incremental predictive validity? International Journal of Lifelong Education, 34, 393-411. (PhD)

Neubert, J. C., Kretzschmar, A., Wüstenberg, S., & Greiff, S. (2015). Extending the assessment of complex problem solving to finite state automata. Embracing heterogeneity. European Journal of Psychological Assessment, 31, 181-194. (PhD)

Neubert, J. C., Mainert, J., Kretzschmar, A., & Greiff, S. (2015). The assessment of 21st century skills in industrial and organizational psychology. Complex and collaborative problem solving. Industrial and Organizational Psychology. Perspectives on Science and Practice, 8, 1-31. (PhD)

Niepel, C., Mustafic, M., Greiff, S., & Roberts, R. D. (2015). The dark side of creativity revisited. A longitudinal examination of creativity and ethical thinking in middle-school students. Thinking Skills & Creativity, 18, 43-52.


August 2018 17

Scherer, R., Greiff, S., & Hautamäki, J. (2015). Exploring the relation between time on task and ability in complex problem solving. Intelligence, 48, 37-50.

Stadler, M., Becker, N., Gödker, M., Leutner, D., & Greiff, S. (2015). Complex problem solving and intelligence. A meta-analysis. Intelligence, 53, 92-101. (PhD)

Vainikainen, M.-P., Thuneberg, H., Greiff, S, & Hautamäki, J. (2015). Multiprofessional collaboration in Finnish schools. International Journal of Educational Research, 72, 137-148.

2014 Frischkorn, G., Greiff, S., & Wüstenberg, S. (2014). The development of complex problem solving:

a latent growth curve analysis. Journal of Educational Psychology, 106, 1004-1020. Greiff, S. (2014). Book review on The Rise of Data in Education. Psychology Learning and Teaching,

13, 290-292. Greiff, S., Kretzschmar, A., & Leutner, D. (2014a). Problemlösen in der Pädagogischen Psychologie.

Themenheft [Problem solving in educational psychology. Special issue]. Zeitschrift für Pädagogische Psychologie, 28 (SI).

Greiff, S., Kretzschmar, A., & Leutner, D. (2014b). Editorial zum Themenheft Problemlösen in der Pädagogischen Psychologie [Editorial to the special issue Problem solving in educational psychology]. Zeitschrift für Pädagogische Psychologie, 28, 161-166. (E)

Greiff, S., Kretzschmar, A., Neubert, J. C., Spinath, B., & Martin, R. (2014). Computer-based assessment of Complex Problem Solving and how it is influenced by students’ Information and Communication Technology literacy. Journal of Educational Psychology, 106, 666-680.

Greiff, S., Krkovic, K., & Nagy, G. (2014). The systematic variation of task characteristics facilitates the understanding of task difficulty. A cognitive diagnostic modeling approach to complex problem solving. Psychological Test and Assessment Modeling, 56, 83-103.

Greiff, S. & Martin, R. (2014). What you see is what you (don’t) get. A comment on Funke’s (2014) opinion paper. Frontiers in Psychology, 5:1120.

Greiff, S., Martin, R., & Spinath, B. (Eds.) (2014a). Computer-based assessment of cross-curricular skills and processes. Special section. Journal of Educational Psychology. (SI)

Greiff, S., Martin, R., & Spinath, B. (Eds.) (2014b). Editorial to the special section Computer-based assessment of cross-curricular skills and processes. Journal of Educational Psychology, 106, 605-607. (E)

Greiff, S. & Neubert, J. C. (2014). On the relation of Complex Problem Solving, personality, fluid intelligence, and academic achievement. Learning and Individual Differences, 36, 37-48.

Greiff, S., & Wüstenberg, S. (2014). Assessment with microworlds: factor structure, invariance, and latent mean comparison of the MicroDYN test. European Journal of Psychological Assessment, 30, 1-11.

Greiff, S., Wüstenberg, S., Csapo, B., Demetriou, A., Hautamäki, J., Graesser, A. C., & Martin, R. (2014). Domain-general problem solving skills and education in the 21st century. Educational Research Review, 13, 74-83.

Ifenthaler, D., Adcock, A. B., Erlandson, B. E., Gosper, M., Greiff, S., Pirnay-Dummer, P. (2014a). Digital learning, data rich environments, and computer-based assessment. Special issue. Technology, Knowledge, and Learning.

Ifenthaler, D., Adcock, A. B., Erlandson, B. E., Gosper, M., Greiff, S., Pirnay-Dummer, P. (2014b). Challenges for education in a connected world. Inaugural to the special issue Digital learning, data rich environments, and computer-based assessment. Technology, Knowledge, and Learning, 19, 121-126.

Kretzschmar, A., Neubert, J. C., & Greiff, S. (2014). Komplexes Problemlösen, schulfachliche Kompetenzen und ihre Relation zu Schulnoten [Complex Problem Solving, domain-specific competencies, and their relation to school grades]. Zeitschrift für Pädagogische Psychologie, 28, 205-216. (PhD)


August 2018 18

Krkovic, K., Greiff, S., Kupiainen, S., Vainikainen, M.-P., & Hautamäki, J. (2014). Teacher evaluation of student ability. What roles do teacher gender, student gender, and their interaction play? Educational Research, 56, 243-256. (PhD)

Krkovic, K., Pasztor-Kovacs, A., Molnar, G., & Greiff, S. (2014). New technologies in psychological assessment. The example of computer-based collaborative problem solving assessment. International Journal of e-Assessment, 1, 1-13. (PhD)

Ras, E., Krkovic, K., Greiff, S., Tobias, E., & Maquil, V. (2014). Moving towards the assessment of collaborative problem solving skills with a tangible user interface. The Turkish Online Journal of Educational Technology, 13, 95-104.

Wüstenberg, S., Greiff, S., Molnar, G., & Funke, J. (2014). Cross-national gender differences in complex problem solving and their determinants. Learning and Individual Differences, 29, 18-29. (PhD)

Wüstenberg, S., Stadler, M., Hautamäki, J., & Greiff, S. (2014). The role of strategy knowledge for the application of strategies in complex problem solving tasks. Technology, Knowledge, and Learning, 19, 127-146. (PhD)

2013 Greiff, S., & Fischer, A. (2013a). Der Nutzen einer Komplexen Problemlösekompetenz: Theoretische

Überlegungen und empirische Befunde [Usefulness of Complex Problem Solving competency: Theoretical considerations and empirical results]. Zeitschrift für Pädagogische Psychologie, 27, 1-13.

Greiff, S., & Fischer, A. (2013b). Measuring Complex Problem Solving: An educational application of psychological theories. Journal for Educational Research Online, 5, 34-53.

Greiff, S., Fischer, A., Wüstenberg, S., Sonnleitner, P., Brunner, M., & Martin, R. (2013). A multitrait-multimethod study of assessment instruments for Complex Problem Solving. Intelligence, 41, 579-596.

Greiff, S., Holt, D. V., & Funke, J. (2013). Perspectives on problem solving in cognitive research and educational assessment: analytical, interactive, and collaborative problem solving. Journal of Problem Solving, 5, 71-91.

Greiff, S., Wüstenberg, S., Holt, D. V., Goldhammer, F., & Funke, J. (2013). Computer-based assessment of complex problem solving. Concept, implementation, and application. Educational Technology and Research Development, 61, 407-421.

Greiff, S., Wüstenberg, S., Molnar, G., Fischer, A., Funke, J., & Csapo, B. (2013). Complex Problem Solving in educational settings – something beyond g: Concept, assessment, measurement invariance, and construct validity. Journal of Educational Psychology, 105, 364-379.

Molnar, G., Greiff, S., & Csapo, B. (2013). Inductive reasoning, domain specific and complex problem solving: relations and development. Thinking Skills and Creativity, 9, 35-45.

Schweizer, F., Wüstenberg, S., & Greiff, S. (2013). Validity of the MicroDYN approach: Complex problem solving predicts school grades beyond working memory capacity. Learning and Individual Differences, 24, 42-52. (phD)

2012 Abele, S., Greiff, S., Gschwendtner, T., Wüstenberg, S., Nickolaus, R., Nitschke, A., & Funke, J.

(2012). Die Bedeutung übergreifender kognitiver Determinanten für die Bewältigung beruflicher Anforderungen. Untersuchung am Beispiel dynamischen und technischen Problemlösens [The importance of general cognitive determinants in mastering job demands. Some research on the example of dynamic and technical problem solving]. Zeitschrift für Erziehungswissenschaft, 15, 363-391.

Fischer, A., Greiff, S., & Funke, J. (2012). The process of solving complex problems. Journal of Problem Solving, 4, 19-42.

Greiff, S. (2012). Assessment and theory in Complex Problem Solving. A continuing contradiction? Journal of Educational and Developmental Psychology, 2, 49-56.


August 2018 19

Greiff, S. (2012). From Interactive to Collaborative Problem Solving: Current issues in the Programme for International Student Assessment. Review of Psychology, 19, 111-121.

Greiff, S., Wüstenberg, S., & Funke, J. (2012). Dynamic problem solving. A new measurement perspective. Applied Psychological Measurement, 36, 189-213.

Leutner, D., Fleischer, J., Wirth, J., Greiff, S., & Funke, J. (2012). Analytische und dynamische Problemlösekompketenz im Lichte internationaler Schulleistungsvergleichsstudien. Untersuchungen zur Dimensionalität [Analytical and dynamic problem solving competence from an international educational studies perspective. On dimensionality]. Psychologische Rundschau, 63, 34-42.

Nickolaus, R., Abele, S., Gschwendtner, T., Nitzschke, A., & Greiff, S. (2012). Fachspezifische Problemlösefähigkeit in gewerblich-technischen Ausbildungsberufen. Modellierung, erreichte Niveaus und relevante Einflussfaktoren [Domain-specific problem solving ability in technical apprenticed professions. Modeling, achieved level, and important determinants]. Zeitschrift für Berufs- und Wirtschaftspädagogik, 108, 243-277.

Sonnleitner, P., Brunner, M., Greiff, S., Funke, J., Keller, U., Martin, R., Hazotte, C., Mayer, H., & Latour, T. (2012). The Genetics Lab. Acceptance and psychometric characteristics of a computer-based microworld to assess complex problem solving. Psychological Test and Assessment Modeling, 54, 54-72.

Wüstenberg, S., Greiff, S. & Funke, J. (2012). Complex Problem Solving. More than reasoning? Intelligence, 40, 1-14. (PhD)

Before 2012 Greiff, S., & Funke, J. (2010). Systematische Erforschung komplexer Problemlösefähigkeit anhand

minimal komplexer Systeme [Systematic research on complex problem solving by means of minimal complex systems]. Zeitschrift für Pädagogik, 56, 216-227.


August 2018 20

BOOK CHAPTERS AND FULL CONFERENCE ARTICLES: Baghaei, P., Kemper, C., Reichert, M. & Greiff, S. (in press). Applying the Mixed Rasch Model in

assessing reading comprehension. In V. Aryadoust & M. Raquel (Eds.), Language assessment. Abingdon: Routledge.

Ifenthaler, D., Greiff, S., & Gibson, D. C. (2018). Making use of data for assessments. Harnessing analytics and data science. In J. Voogt, G. Knezek, R. Christensen, & K.-W. Lai (Eds.), International handbook of IT in primary and secondary education (2nd ed.) (pp. 1-16). New York, NY: Springer.

Krkovic, K., Mustafic, M., Wüstenberg, S., & Greiff, S. (2018). Assessment of problem solving (Chapter 11). In E. Care, P. Griffin, & M. Wilson (Eds), Assessment and teaching of 21st century skills. Research and applications (pp. 55-73). Dordrecht: Springer.

Fiore, S. M., Graesser, A., Greiff, S., Griffin, P., Gong, B., Kyllonen, P., Massey, C., O’Neil, H., Pellegrino, J., Rothman, R., Soule, H., & von Davier, A. A. (2017). Collaborative problem solving. Considerations for the National Assessment of Educational Progress. Alexandria, VA: National Center for Education Statistics.

Fischer, A. & Greiff, S. (2017). The history of complex problems (Chapter 7). In B. Csapo, & J. Funke (Eds.), The nature of problem solving (pp. 107-122). Paris: OECD.

Funke, J. & Greiff, S. (2017). Dynamic problem solving. Multiple-item testing based on minimal complex systems. In D. Leutner, J. Fleischer, J. Grünkorn, & E. Klieme (Eds.), Competence assessment in education. Research, models, and instruments (pp. 427-443). Heidelberg, Germany: Springer.

Gnaldi, M., Bacci, S., Greiff, S., & Kunze, T. (2017). Profiles of students on account of complex problem solving strategies exploited via log–data. In A. Petruccie & R. Verde (Eds.), Data Science. New challenges, new generations. Proceedings of the Conference of the Italian Statistical Society (pp. 505-512). FUP, Firenze.

Graesser, A., Cai, Z., Hu, X., Foltz, P., Greiff, S., Kuo, B.-C., Liao, C. H., & Shaffer, D. W. (2017). Assessment of collaborative problem solving. In R. Sottilare, A. Graesser, X. Hu, & G. Goodwin (Eds.), Design recommendations for intelligent tutoring systems (Volume 5) (pp. 275-285). Orlando, FL: Army Research Laboratory.

Greiff, S., & Funke, J. (2017). Interactive Problem Solving. Exploring the potential of minimal complex systems (Chapter 6). In B. Csapo, & J. Funke (Eds.), The nature of problem solving (pp. 93-106). Paris: OECD.

Greiff, S., Gasevic, D., & von Davier, A. A. (2017). Using process data for assessment in Intelligent Tutoring Systems. A psychometrician’s, cognitive psychologist's, and computer scientist’s perspective. In R. Sottilare, A. Graesser, X. Hu, & G. Goodwin (Eds.), Design Joachim funkerecommendations for intelligent tutoring systems (Volume 5) (pp. 171-179). Orlando, FL: Army Research Laboratory.

Greiff, S., Scheiter, K., Scherer, R., Borgonovi, F., Britt, A., Graesser, A., Kitajima, M., & Rouet, J. F. (2017). Adaptive problem solving. Moving towards a new assessment domain in the second cycle of PIAAC. OECD Education Working Papers, No. 156. Paris: OECD.

He, Q., von Davier, M., Greiff, S., Steinhauer, E. W., & Borysewicz, P. B. (2017). Collaborative problem solving in the Programme for International Student Assessment (PISA). In A. A. von Davier, P. C. Kyllonen, & M. Zhu (Eds.), Innovative Assessment of Collaboration (pp. 95-112). Dordrecht, Netherlands: Springer.

Katz, I., LaMar, M. M., Spain, R., Zapata, D., Baird, J.-A., & Greiff, S. (2017). Validity issues and concerns for technology-based performance assessment. In R. Sottilare, A. Graesser, X. Hu, & G. Goodwin (Eds.), Design recommendations for intelligent tutoring systems (Volume 5) (pp. 209-224). Orlando, FL: Army Research Laboratory.

LaMar, M. M., Baker, R., & Greiff, S. (2017). Methods for assessing inquiry. Machine-learned and theoretical. In R. Sottilare, A. Graesser, X. Hu, & G. Goodwin (Eds.), Design recommendations for intelligent tutoring systems (Volume 5) (pp. 137-153). Orlando, FL: Army Research Laboratory.


August 2018 21

Molnar, G., Greiff, S., Wüstenberg, S., & Fischer, A. (2017). Empirical study of computer-based assessment of domain-general complex problem-solving skills (Chapter 8). In B. Csapo, & J. Funke (Eds.), The nature of problem solving (pp. 125-140). Paris: OECD.

Neubert, J. C., Lans, T., Mustafic, M., Greiff, S., & Ederer, P. (2017). Complex problem solving in a changing world. Bridging domain-specific and transversal competence demands in vocational education. In M. Mulder & J. Winterton (Eds.), Competence-based vocational and professional education. The Springer series Education for the changing world of work (pp. 953-969). Heidelberg, Germany: Springer.

Viehrig, K., Siegmund, A., Funke, J., Wüstenberg, S., & Greiff, S. (2017). The Heidelberg inventory of geographic system competency model. In D. Leutner, J. Fleischer, J. Grünkorn, & E. Klieme (Eds.), Competence assessment in education. Research, models, and instruments (pp. 31-53). Heidelberg, Germany: Springer.

Krkovic, K. Greiff, S., Kupiainen, S., Vainikainen, M.-P., & Hautamäki, J. (2016). Teacher evaluation of student ability. What roles do teacher gender, student gender, and their interaction play? In A. Hadjar, S. Krolak-Schwerdt, K. Priem, & S. Glock (Eds.), Gender and educational achievement (pp. 128-142). New York: Routledge. (Reprint of Krkovic et al., 2014, in Educational Research).

Niepel, C., Rudolph, J., Goldhammer, F., & Greiff, S. (2016). Die Rolle transversaler Kompetenzen für schulisches Lernen. Das Beispiel des komplexen Problemlösens [The role of transversal competencies for learning in school. The example of complex problem solving]. In BMBF (Ed.), Forschungsvorhaben in Ankopplung an Large-Scale Assessments [Research projects related to large-scale assessments] (pp. 48-62).

Scalise, K, Mustafic, M., & Greiff, S. (2016) Dispositions for collaborative problem solving. In S. Kuger, E. Klieme, N. Jude, & D. Kaplan, D. (Eds.), Assessing context of learning. An international perspective (Methodology of educational measurement and assessment series) (pp. 283-299). Dordrecht: Springer.

Greiff, S. & Martin, R. (2015). Assessment of problem solving and higher order thinking. In J. M. Spector (Ed.), The SAGE Encyclopedia of Educational Technology (pp. 51-54). Thousand Oaks: SAGE.

Greiff, S., Wüstenberg, S., & Hardt, K. (2015). A first approach toward log file analyses in educational large-scale assessments: A new window to students’ minds? Internal report to the OECD. Paris: OECD Publishing.

Rudolph, J., Niepel, C., Martin, R., & Greiff, S. (2015). Die Erfassung naturwissenschaftlicher Kompetenzen bei Luxemburger Schülerinnen und Schülern [Assessment of science inquiry skills in Luxembourgish students]. In T. Lens (Eds.), Der Luxemburger Bildungsbericht [The Luxembourgish report on education] (pp. 84-90). Luxembourg: University of Luxembourg and Ministy of Education.

Ederer, P., Warnke, A. J., Greiff, S., & Schuller, P. (2014). Dynamisches Problemlösen stärkt Innovationskompetenz [Dynamic problem solving strengthens innovation]. In B. Rosenberger (Ed.), Strategisches Personalmanagement [Strategic human resource management] (pp. 50-65). Wiesbaden: Gabler.

Greiff, S. & Martin, R. (2014). Computer-assisted testing. In L. Mayer (Ed.), Oxford Bibliographies in Education. Oxford, UK: Oxford University Press. Published online.

Maquil, V., Tobias, E., Greiff, S., & Ras, E. (2014). Assessment of collaborative problem solving using linear equations on a tangible tabletop. In M. Kalz & E. Ras (Eds.), Computer assisted assessment. Research into e-assessment (pp. 59-66). Heidelberg: Springer.

Martin, R., Greiff, S., Fischbach, A., & Ugen, S. (2014). Kompetenzmessung im Bildungsbereich [Assessment of competencies in the area of education]. In G. Steffgen, G. Michaux, & D. Ferring (Eds.), Psychologie in Luxemburg. Ein Handbuch [Psychology in Luxembourg. A handbook] (pp. 241-247). Luxembourg: Societe Luxembourgeoise de Psychologie.


August 2018 22

Toth, K., Greiff, S., Wüstenberg, S., & Rölke, H. (2014). Discovering Students’ Complex Problem Solving Strategies in Educational Assessment. Proceedings of the 7th International Conference on Educational Data Mining. (pp. 225-228). London, United Kingdom: International Educational Data Mining Society.

Neubert, J. C., Kretzschmar, A., & Greiff, S. (2013). Exploring exploration: inquiries into exploration behavior in Complex Problem Solving assessment. Proceedings of the 6th International Conference on Educational Data Mining (pp. 336-337). Memphis, USA: International Educational Data Mining Society.

Viehrig, K., Siegmund, A., Wüstenberg, Greiff, S., & Funke, J. (2012). Systemisches und räumliches Denken in der geographischen Bildung. Erste Ergebnisse zur Überprüfung eines Modells der Geographischen Systemkompetenz [Systemic and spatial thinking in geographical education. First results in validating a model of Geographic System Competency]. Räumliche Orientierung: Räumliche Orientierung, Karten und Geoinformation im Unterricht [Spatial orientation, maps, and geographical information in school] (pp. 95-102). Braunschweig: Westermann.

Wüstenberg, S. & Greiff, S. (2012). Item Response Theorie – eine Einführung [Item Response Theory. An introduction]. In M. Wilde, M. Basten, S. Fries, B. Gröben, C. Kleindienst-Cachay, & I. Meyer-Ahrens (Eds.), Forschen für den Unterricht. Junge Experten zeigen wie’s geht. [Research for the class room. Young experts show how it works] (pp. 164-180). Hohengehren: Schneider Verlag.

Viehrig, K., Greiff, S., Siegmund, A., & Funke, J. (2011). Geographische Kompetenzen fördern. Erfassung der Geographischen Systemkompetenz als Grundlage zur Bewertung der Kompetenzentwicklung [Fostering geographical competency. Measuring geographical system competency as starting point to evaluate competence development]. In C. Meyer, R. Henry, & G. Stöber (Eds.), Geographische Bildung: Kompetenzen in didaktischer Forschung und Schulpraxis [Geographical education: Competencies in research on didactics and school practice] (pp. 49-57). Braunschweig: Westermann.

Greiff, S., Wüstenberg, S., Exner, K., Hofmann, F., Zweck, B., Mehlau, A., & Funke, J. (2010). MicroFIN: The concept of finite automatons and its application within the assessment of problem solving competencies. Heidelberg: Department of Psychology.

Greiff, S., & Funke, J. (2009). Measuring Complex Problem Solving - The MicroDYN approach. In F. Scheuermann, & J. Björnsson (Eds.), The Transition to Computer-Based Assessment. Lessons learned from large-scale surveys and implications for testing. Luxembourg: Office for Official Publications of the European Communities (pp. 157-163).

Greiff, S., & Funke, J. (2008). Indikatoren der Problemlöseleistung: Sinn und Unsinn verschiedener Berechnungsvorschriften. Bericht aus dem MicroDYN Projekt [Indicators for problem solving performance: Sense and nonsense of different computational rules. Report from MicroDYN project]. Heidelberg: Department of Psychology.

BOOKS: Greiff, S. (2012). Individualdiagnostik der komplexen Problemlösefähigkeit [Assessment of

complex problem solving ability]. Münster: Waxmann. Greiff, S. (2006). Prädiktoren des Studienerfolgs [Predictors of study success]. Duisburg: WiKU-

Verlag. TESTS: Greiff, S. & Wüstenberg, S. (2015). COMPRO. Komplexer Problemlösetest [COMPRO. Complex

problem solving test]. Mödling: Schuhfried. Kemper, C., Dörendahl, J., & Greiff, S. (2017). Das LUXXprofile. Manual. Esch sur Alzette:

University of Luxembourg.


August 2018 23

Presentations

SYMPOSIA: Scherer, R. & Greiff, S. (2018, July). Innovations in computer-based assessment. Symposium at the

11th Conference of the International Test Commission in Montreal, Canada, 02.07.-05.07.2018.

Kemper, C., Dörendahl, J., & Greiff, S. (Eds.) (2017, July). How to measure motivation? Different approaches to the assessment of a complex behavior. Invited symposium at the 14th European Conference of Psychological Assessment in Lisbon, Portugal, 05.07.-08.07.2017.

Kemper, C. & Greiff, S. (Eds.) (2016, July). Innovations in personality assessment. Invited symposium at the 10th Conference of the International Test Commission in Vancouver, Canada, 01.07.-04.07.2016.

Pavlovic, M., Niepel, C., & Greiff, S. (Eds.) (2016, October). Computer-based assessment of transversal competence. The case of problem-solving competence. Invited symposium at the International Conference on Competence Theory, Research, and Practice in Wageningen, The Netherlands, 19.10.-21.10.2016.

Greiff, S. (Ed.) (2015, July). Assessment of 21st century skills. Invited symposium at the 13th European Conference of Psychological Assessment in Zurich, Switzerland, 22.07.-25.07.2015.

Wüstenberg, S. & Greiff, S. (Eds.) (2015, March). Nutzung und Nutzen von Prozessdaten in computerbasierten Testungen [Use and utility of process data as behavioral indicator in computer-based large-scale assessments]. The use of technology in 21st century education. Symposium at the 3rd Conference of the German Association of Empirical Educational Research, Bochum, Germany, 11.03.-13.03.2015.

Goldhammer, F. & Greiff, S. (Eds.) (2014, July). Exploiting behavioral process data from computer-based testing. Symposium at the 9th Conference of the International Test Commission in San Sebastian, Spain, 02.07.-05.07.2014.

Greiff, S. (Ed.) (2014, October). The use of technology in 21st century education. Contemporary answers to long-lasting questions. Symposium at the University of Luxembourg, Luxembourg, 16.10.2014.

Greiff, S. (Ed.) (2012, July). Assessment of problem solving. Issues of construct validity. Symposium at the ICP in Cape Town, South Africa, 22.07.-27.07.2011.

Greiff, S., & Funke, J. (Eds.) (2011, September). Theoretical issues in measuring dynamic problem solving and in defining the domain in PISA 2012. Symposium at the EARLI in Exeter, UK, 30.08.-03.09.2011.

Funke, J., Wirth, J., & Greiff, S. (Eds.) (2009, August). Assessment of Problem Solving Competencies. Symposium at the EARLI in Amsterdam, The Netherlands, 25.08.-29.08.2009.

Goode, N., & Greiff, S. (Eds.) (2009, August). From process models to diagnostic practice: a unified approach to complex problem solving. Symposium at the EARLI in Amsterdam, The Netherlands, 25.08.-29.08.2009.

KEYNOTES: Greiff, S. (2018, November). Educational assessment and its prospects in the 21st century. Keynote

at the 19th Annual Meeting of the Association for Educational Assessment in Europe in Arnhem, The Netherlands, 08.11.-10.11.2018.

Greiff, S. (2017, December). Computer-based assessments in PISA. Challenges and potentials for research and policy. Keynote at the Educational Policy Conference in Chisinau, Moldova, 06.12.2018.

Greiff, S. (2016, October). The use of process data to advance our understanding of technology-enhanced assessment. Keynote at the 2016 International Technology Enhanced Assessment Conference in Tallinn, Estonia, 05.10.-06.10.2016.


August 2018 24

Greiff, S. (2015, May). Computer-generated log files and their potential for educational large-scale assessments. The example of PISA 2012 problem solving data. Keynote at the National Authority for Measurement and Evaluation in Education in Tel Aviv, Israel, 05.05.2015.

TALKS & POSTERS, PEER-REVIEWED (SELECTED): In total, > 200 peer-reviewed talks and posters on various scientific topics at national and

international conferences. Bichler, S., Bühner, M., Greiff, S., & Fischer, F. (2018, March). Executive functions as moderators

of the worked example effect on statistical reasoning. A replication study. Poster presented at the INHERE 2018 Conference: Learning through inquiry in higher education - current research and future challenges, Munich, Germany, 08.03.-09.03.2018.

Dörendahl, J., Niepel, C., & Greiff, S. (2018). The role of fundamental motives in job satisfaction. An investigation of needs-supplies fit. Paper presented at the 11th Conference of the International Test Commission in Montreal, Canada, 02.07.-05.07.2018.

Eichmann, B., Pucite, L., Naumann, J., Greiff, S., & Goldhammer, F. (2018, April). Using process data to explain group differences in complex problem solving. Paper presented at the Annual Meeting of the National Council on Measurement in Education in New York, USA, 12.04.-16.04.2018.

Johnson, A., Krieger, F., Nicolay, B. & Greiff, S. (2018). The role of metacognition in low vs high road transfer of complex problem solving skills. Poster presented at the 8th International Biennial Conference of EARLI SIG 16 Metacognition in Zurich, Switzerland, 27.08.-30.08.2018.

Naumann, J., Pucite, L., Eichmann, B., Greiff, S., & Goldhammer, F. (2018, April). Interactive effects of comprehension and problem solving skills on digital reading performance and navigation. Paper presented at the Conference of the American Educational Research Association in New York, USA, 13.04.-17.04.2018.

Stadler, M. & Greiff, S. (2018, July). The best of the best. The use of log data to differentiate within ceiling effects In M. Zhu (Ed.), Beyond the test scores. Some exemplar uses of response process data in informing test taker’s performance and behavior. Symposium at the 11th Conference of the International Test Commission in Montreal, Canada, 02.07.-05.07.2018.

Stadler, M., Niepel, C. & Greiff, S. (2018, July). Towards a multifaceted framework of complex problem solving. In R. Scherer & S. Greiff (Eds.), Innovations in computer-based assessment. Symposium at the 11th Conference of the International Test Commission in Montreal, Canada, 02.07.-05.07.2018.

Stoeffler, K., Greiff, S., Von Davier, A., & Rosen, Y. (2018, July). Toward a new model of collaborative problem solving definition and assessment. Paper presented at the 13th International Conference of the Learning Sciences, London, UK, 23.06.-27.06.2018.

Greiff, S. (2017, August). Panel participant. In L. Schalk & J. McGRance (Eds.), From neurons to nations and back. Translating across levels of explanation in educational research. Symposium at the 17th Conference of the EARLI in Tampere, Finland, 29.08.-02.09.2017.

Musso, M., Cascallar, E., & Greiff, S. (2017, March). Underpinnings of complex problem solving: A machine-learning approach to study the effects of cognitive variables, perseverance, openness and background. Poster presented at the 2nd International Convention of Psychological Science in Vienna, Austria, 23.03.-25.03.2017.

Niepel, C., Greiff, S., Mohr, J.J., & Kranz, D. (2016, July). Lesbian and gay identity. Testing for equivalence across Germans and US-Americans. Paper presented at the 31st International Congress of Psychology, Yokohama, Japan, 24.07.-29.07.2016.

Greiff, S. (2015, July). The transversal skills that underlie modern human capital. In K. Murphy (Ed.), The meaning and measurement of human capital. Paper presented at the 14th European Congress of Psychology in Milan, Italy, 07.07.-10.07.2015.


August 2018 25

Griffin, P., Greiff, S., Care, E., Mustafic, M., & Krkovic, K. (2015, September). ATC21S and OECD PISA. Comparative approaches to the assessment of collaborative problem solving in Germany and Australia. Paper presented at the Focal Meeting of the World Education Research Association in Budapest, Hungary, 08.09.-11.09.2015.

Niepel, C., Mustafic, M., & Greiff, S. (2015, August). Examining the formation of students’ intellectual self-concept and problem-solving self-concept within the revisited internal/external frame of reference model. Paper presented at the 8th SELF Biennial International Conference in Kiel, Germany, 20.08.-24.08.2015.

Scherer, R., Greiff, S., & Hautamäki, J. (2015, April). Linking speed and ability in technology-based assessment of complex problem solving. Paper presented at the Conference of the American Educational Research Association in Chicago, USA, 16.04.-20.04.2015.

Greiff, S. (2014, March). Analysis of student’s problem solving behavior in PISA 2012. In OECD (Ed.), Strengthening the analysis of large-scale international studies. First outcomes of the Thomas J. Alexander Fellowship programme. Paper presented at the 58th Annual Conference of the Comparative and International Education Society in Toronto, Canada, 10.03.-15.03.2014.

Krkovic, K., Greiff, S., Kupiainen, S., Vainikainen, M.-P., & Hautamäki, J. (2014, August). How gender influences performance assessment. Teacher-student gender interaction in focus. Paper presented at the EARLI SIG1 conference in Madrid, Spain, 27.08.-29.08.2014.

Lubyova, M., Babos, P., Neubert, J. C., & Greiff, S. (2014, October). Enhancing complex problem solving skills in the lifelong learning context. Evidence based on microdata. Paper presented at the 6th International Symposium on Human Capital in Beijing, China, 30.10.-31.10.2014.

Mainert, J., Kretzschmar, A., Neubert, J. C., & Greiff, S. (2014, August). Determinants of individual occupational careers in the 21st century. Why complex problem solving matters beyond general mental ability. Paper presented at the EARLI SIG14 conference in Oslo, Norway, 27.08.-29.08.2014.

Strobel, A., Luong, C., Greiff, S., Rudolph, J., Vainikainen, M.-P., & Preckel, F. (2014, July). Need for Cognition in Children and Adolescents: Correlates and Relations to Intelligence and School Performance. Paper presented at the 17th European Conference on Personality in Lausanne, Switzerland, 15.07.-19.07.2014.

Kretzschmar, A. & Greiff, S. (2013, May). Classical and transversal skills in individual occupational careers. Paper presented at the 16th Congress of the European Association of Work and Organizational Psychology, Münster, Germany, 22.05.-26.05.2013.

Krkovic, K., Pasztor-Kovacs, A., Molnar, G., & Greiff, S. (2013, July). New technologies in psychological assessment: The example of computer-based collaborative problem solving assessment. Paper presented at the Symposium of the Special Interest Group on technology-enhanced assessment of the European Association of Technology-Enhanced Learning in Southampton, UK, 09.07.-10.07.2013.

Molnar, G., Greiff, S., & Csapo, B. (2013, August). Relations between problem solving, intelligence, and socio-economic background. Paper presented at the EARLI in Munich, Germany, 27.08.-31.08.2013.

Fleischer, J., Wüstenberg, S., & Greiff, S. (2012, July). Dimensionality of Analytical and Complex Problem Solving competence. In S. Greiff (Ed.), Assessment of problem solving. Issues of construct validity. Symposium at the ICP in Cape Town, South Africa, 22.07.-27.07.2011.

Wüstenberg, S., Greiff, S., & Funke, J. (2011, September). Dynamic problem solving: Just intelligence or something different? In D. Leutner, & J. Fleischer (Eds.), Interactive and dynamic problem solving: Current issues in PISA 2012. Paper presented at the EARLI in Exeter, UK, 30.08.-03.09.2011.

Greiff, S., & Funke, J. (2009, August). On the way to competence levels in dynamic microsystems: The MicroDYN Approach. In J. Funke, J. Wirth, & S. Greiff (Eds.), Assessment of Problem Solving Competencies. Paper presented at the EARLI in Amsterdam, The Netherlands, 25.08.-29.08.2009.


August 2018 26

TALKS, INVITED (SELECTED): In total, > 150 invited talks on various scientific topics at national and international conferences. Greiff, S. (2017, October). And finally some empirical data: Validating the assessment of

Collaborative Problem Solving in PISA. Invited speech at the University of Memphis, USA, 18.10.2017.

Greiff, S. (2016, April). Educational policy implications of process data obtained in large-scale assessments. Invited speech at the University of Helsinki, Finland, 04.04.2016.

Greiff, S. (2016, March). Using computer-generated log files for tracking students' problem solving performance: A new path from the What to the How? Invited speech at the educational policy conference of the British Academy, the OECD, and the Jacobs Foundation in London, UK, 17.03.2016.

Greiff, S., Herborn, K., Schweitzer, N., & Mustafic, M. (2016, October). Results and implications of the PISA 2015 collaborative problem solving validation study. Invited speech at the PISA Governing Board Meeting in Brasilia, Brazil, 18.10.2016.

Greiff, S. & Avvisati, F. (2015, November). New avenues for educational large-scale assessments. The use of log-file data in PISA. Invited speech at the PISA International Research Conference in Oslo, Norway, 09.11.-10.11.2015.

Greiff, S., Wüstenberg, S., Neubert, J. C., & Hardt, K. (2015, March). Log file analyses in educational large-scale assessments: A new window to students’ minds? Invited speech at the PISA Governing Board Meeting in Mexico City, Mexico, 23.03.2015.

Greiff, S. (2014, November). Invited expert at panel discussion. In R. Winthrop (Ed.), WISE Debate: Rethinking assessment to encourage more creative teaching and learning. Invited panel discussion at WISE, Doha, Qatar, 04.11.-06.11.2014.

Greiff, S. & Graesser, A. C. (2014, September). Collaborative problem solving in PISA 2015. What the national report card can learn from it. Invited speech at the NAEP innovation symposium on collaborative problem solving in Washington D.C., USA, 29.09.2014.

Greiff, S., Neubert, J. C., & Hardt, K. (2014, April). Use of log file data in international large-scale assessments. Analyses on data from PISA 2012. Invited speech at the OECD in Paris, France, 10.04.2014.

Greiff, S., Niepel, C., & Murphy, K. (2014, July). What companies can gain. The assessment of 21st century skills in personnel selection and human resource development. Invited speech at IBM, Boulder, Colorado, USA, 25.07.2014.

Greiff, S., Wüstenberg, S., & Martin, R. (2014, September). Global best practices in the teaching of complex problem. Invited speech at the OECD symposium for school superintendents on PISA 2012 in Washington D.C., USA, 30.09.2014.

Greiff, S. (2013, December). Challenges and potentials of computer-based testing of cross-curricular skills in large-scale assessments - what to expect in the next 10 years. Invited Speech at Columbia University, New York, NY, 12.12.2013.

Greiff, S. (2013, February). Invited expert at panel discussion. In Center for Research on Educational Testing (Ed.), Current developments in large-scale assessments and computer-based testing. Invited panel discussion at CRET/Benesse, Tokyo, Japan, 04.02.2013.

Greiff, S. (2012, May). Assessment of 21st century skills. Invited speech at the University of Luxembourg, Luxembourg, 24.05.2012.

Greiff, S. (2012, December). Cross-curricular skills and their assessment in the national Swiss school monitoring. Invited Speech at the Symposium on System Evaluation of the Swiss Conference of Cantonal Ministers of Education, Bern, Switzerland, 07.12.2012.

Greiff, S. (2010, February). PISA switches to computer-based assessments: Chances that should not be missed. Invited Speech at the Australian Council of Educational Research, Melbourne, Australia, 10.02.2010.


August 2018 27

Academic Teaching

DOCTORAL SCHOOL, GRADUATE, AND UNDERGRADUATE TEACHING (teaching partly together with PostDocs and PhDs)

UNIVERSITY OF LUXEMBOURG (SINCE WINTER 2012/13)

Regular courses: Lecture: “Educational diagnostics and assessment” (ECTS: 2)

Lecture: “Enhanced test evaluation” (ECTS: 4)

Lecture: “Multivariate Statistics” (ECTS: 4)

Seminar: “Advanced statistical methods” (ECTS: 4)

Seminar: “An advanced approach to Structural Equation Modeling” (ECTS: 4)

Seminar: “Psychological Testing of Cognitive and Non-Cognitive Constructs” (ECTS: 4)

Occasional courses Seminar: “Multivariate statistics in behavioral sciences” (ECTS: 4; Doctoral school at University of Luxembourg)

UNIVERSITY OF HEIDELBERG (WINTER 2007/08 TO SUMMER 2012)

Occasional courses (selection):

Empirical research seminar “Experimental Designs” [“Experimentelle Designs”] (ECTS: 4)

Seminar “Cognition and consciousness” [“Kognition und Bewusstsein”] (ECTS: 4; with L. Irmen)

Seminar “Complex Problem Solving: Theory and practice“ [“Komplexes Problemlösen: Theorie und Praxis“] (ECTS: 4)

Seminar “Modern methods of test development: A practical introduction into probabilistic methods“ [“Moderne Testkonstruktion: Eine praktische Einführung in die probabilistische Testtheorie“] (ECTS: 4)

Seminar “Problem solving” [“Problemlösen“] (ECTS: 4)

OTHER TEACHING ACTIVITIES (SINCE 2007)

Occasional courses (selection):

Seminar “Large-Scale Assessments”, Doctoral School, University of Koblenz-Landau, Germany (07/2017)

Seminar “Introduction to structural equation modeling with Mplus”, Doctoral School, University of Szeged, Hungary (multiple times)

Workshop “Computer-based assessment of Complex Problem Solving. A practical introduction”, Summer Academy, Center for International Student Assessment, Germany (07/2013)

Tutorials and exercises in descriptive statistics, General Linear Model, multivariate analyses, experimental designs, Classical Test Theory, computer-based data analyses, questionnaire development, assessment in personnel selection, clinical assessment (peer teaching), Heidelberg University, University of Applied Sciences Heidelberg, and Marburg University (multiple times)


August 2018 28

Supervised PhD Theses

MAIN SUPERVISION: Botes, E. (forthcoming). Exploring innovative directions in the computer-based assessment of

language competency. PhD thesis, Luxembourg: University of Luxembourg (started 10/2017). Dörendahl, J. (forthcoming). The multidimensional assessment of the Reiss profile. Developing a

theory guided assessment instrument. PhD thesis, Luxembourg: University of Luxembourg (started 02/2016).

Franzen, P. (forthcoming). The Big Five and their role in education. How to predict academic achievement. PhD thesis, Luxembourg: University of Luxembourg (started 11/2017).

Hausen, J. (forthcoming). Convergent, discriminant, and predictive validity of self-concept in an ambulatory assessment context. PhD thesis, Luxembourg: University of Luxembourg (started 08/2018).

Johnson, A. (forthcoming). Facilitating complex problem solving in Luxembourgish students. An intervention study. PhD thesis, Luxembourg: University of Luxembourg (started 10/2017).

Kunze, T. (forthcoming). Time as relevant, dynamic, and integral part of complex problem solving. PhD thesis, Luxembourg: University of Luxembourg (started 11/2016).

Nicolay, B. (forthcoming). Different ways of working on and solving complex problems. Analysing students' paths when faced with new problem tasks. PhD thesis, Luxembourg: University of Luxembourg (started 12/2017).

Rudolph, J. (forthcoming). Theoretical and empirical considerations on how domain-specific and domain-general problem solving relate to each other. PhD thesis, Luxembourg: University of Luxembourg (started 01/2013).

Salzig, M. (forthcoming). Computer-based assessment in international large-sale studies. PhD thesis, Luxembourg: University of Luxembourg (started 08/2018).

Stoeffler, K. (forthcoming). The theoretical conception and assessment of collaborative problem solving. Some new approaches. PhD thesis, Luxembourg: University of Luxembourg (started 01/2018).

Talic, I. (forthcoming). Ambulatory assessment of academic self-concept. State and trait aspects. PhD thesis, Luxembourg: University of Luxembourg (started 11/2017).

Van der Westhuizen, L. (forthcoming). The role of conscientiousness across various school subjects in secondary school students. PhD thesis, Luxembourg: University of Luxembourg (started 11/2017).

Herborn, K. (2018). Human-human and human-agent assessment of Collaborative Problem Solving. PhD thesis, Luxembourg: University of Luxembourg (started 05/2015).

Mainert, J. (2017). 21st century skills, organizational change, and competitiveness. PhD thesis, Luxembourg: University of Luxembourg (started 09/2013).

Stadler, M. (2016). Complex problem solving in university selection. PhD thesis, Luxembourg: University of Luxembourg (started 08/2013).

Kretzschmar, A. (2015). Konstruktvalidität des Komplexen Problemlösens unter besonderer Berücksichtigung moderner diagnostischer Ansätze [Construct validity of complex problem solving under specific consideration of recent diagnostic approaches]. PhD thesis, Luxembourg: University of Luxembourg (started 02/2012).

Wüstenberg, S. (2013). Nature and validity of Complex Problem Solving. PhD thesis, Heidelberg: University of Heidelberg (started: 02/2010).


August 2018 29

CO-SUPERVISION AND COMMITTEE MEMBERSHIP: Weitensfelder, L. (forthcoming). Ausgewählte Facetten der Studieneignung für technische

Studienrichtungen. Konzepte der Gestaltung psychologisch-diagnostischer Verfahren [Specific facets of University aptitude in technical study programs. Concepts of designing psychological-diagnostic instruments]. PhD thesis, Vienna: University of Vienna.

Karavdic, S. (2017). Dynamic career attitudes and life satisfaction among Cedies’ postgraduates from Luxembourg. PhD thesis, Luxembourg: University of Luxembourg.

Bibi, A. (2017). Factors affecting differential equation problem solving ability of pre-university level students in a selected province in Pakistan. PhD thesis, Malaysia: University of Malaya.

Schaltz, P. (2016). Der Effekt der Schulform auf die schulische Leistung und das fachspezifische akademische Selbstkonzept von Schülerinnen und Schülern in Luxemburg [The effect of school type on academic performance and domain-specific academic self-concept of students in Luxembourg]. PhD thesis, Luxembourg: University of Luxembourg.

Tong, T. (2016). Modern human capital measures. PhD Thesis, Atlanta: Georgia Institute of Technology.

Please note that in addition to PhD supervision, I have supervised and/or graded a substantial number of Master and Bachelor theses in a variety of research areas including problem solving, work-life conflicts in organizational psychology, psychometrics, motivation, and depression research at University of Luxembourg, University of Oslo (Norway), and University of Heidelberg (Germany).


August 2018 30

Further Academic Activities and Awards

2020 President and Host of the 12th International Test Commission Conference at University of Luxembourg

2017 - 2021 Vice-Head of the Doctoral School of the Faculty of Social Sciences at University of Luxembourg

2016 - onwards External evaluator for professorships at several European universities (e.g., Estonia, Germany)

2016 - onwards Mentor within the CEMO mentoring program for postdoctoral researchers

2015 - onwards Appointed Chair of the PIAAC Problem Solving Expert Group

2015 Consultant to NAEPS on Collaborative Problem Solving

2014 Exceptional innovation award by the OECD

2014 Thomas J. Alexander fellow at OECD

2013 – 2017 Member of the PISA 2015 Steering group for Collaborative Problem Solving

2013 Participation in writing and reviewing the PISA 2012 report on problem solving by the OECD

2012 – 2017 ATTRACT fellow at University of Luxembourg

2012 - 2017 Advisor for several participating OECD countries on PISA 2015

2012 - onwards External advisor to several research projects on transversal skills

2012 – 2015 PISA 2015 Test developer for Collaborative Problem Solving & Science and external advisor to the Collaborative Problem Solving Expert Group

2012 Invited visiting researcher for 2 months at University of Szeged, Hungary (Prof. Benő Csapó)

2011 Fellowship for a 1.5-month research visit at Queen Mary College London, UK funded by the Mobility Programme of the German Research Foundation

2011 Collaboration on PISA 2012 Problem Solving Framework

2010 – 2013 External advisor to the PISA 2012 Problem Solving Expert Group

2010 – onwards Collaboration on various PISA bids as tendered by the OECD

2009 – 2011 Consultant in psychological counsel, software development, and test development in the areas of assessment and human resource development


August 2018 31

Declined Positions and Short-listings

2018 Full Professorship (W3) for Research in Teaching and Learning at Technical University Munich, Germany

2016 Short-listed as 2nd (secundo loco) for Full Professorship (W3) of Developmental and Educational Psychology at University Koblenz-Landau, Germany

2015 Full Professorship of Educational Assessment at University of Oslo, Norway

Media Appearances

Featured in several newspapers (e.g., Trierischer Volksfreund, Germany; Die Rheinpfalz, Germany;

Fester Freier, Germany; Le Soir, Belgium; Luxemburger Journal, Luxemburg; Luxemburger Wort, Luxembourg) and public reports (e.g., FNR, EMACS) with regard to researching at University of Luxembourg.

Featured in several articles of the Heidelberg University newspapers with regard to PISA 2012 and PISA 2015.

Featured in several local medias (newspaper, TV, and Internet) in Luxembourg and Hungary on the PISA studies, lifelong learning, computer-based assessment, and education (e.g., the conversation.com; science.lu).

The international PISA 2012 problem solving assessment developed mainly by me during my PhD received extensive media coverage (e.g., New York Times, Le Monde, Spiegel, BBC, Stern, die Welt, Daily Telegraph).

Luxembourg, August 2018

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