Ronny Scherer

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Full professor of educational assessment and measurement

University of Oslo

Norway

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About

Ronny Scherer is a Full Professor of Educational Assessment and Measurement at the University of Oslo, Norway. His research focuses on educational assessment, meta-analysis, cognitive skills, and teacher-student relationships, as highlighted in his recent publications. Notable works include investigations into validity evidence in self-report assessments and the synthesis of individual participant data in complex surveys.

Recent Grants

Grant: Close

Developing and Evaluating Digital Intervention to Improve Adolescents' and Young Adults' Life Mastery Skills

Open Date: 2019-11-01

Close Date: 2020-10-01

Grant: Close

Research-based development of a digital intervention to foster students' motivation, learninng, and life mastery

Open Date: 2019-04-01

Close Date: 2019-10-01

Grant: Close

Modeling collaborative problem-solving tasks for individual-level and group-level inference

Open Date: 2019-01-01

Close Date: 2020-01-01

Grant: Close

Teachers’ Effect on Student Outcome (TESO)

Open Date: 2018-01-01

Close Date: 2022-01-01

Grant: Close

TEACH21st: Teaching and Transfer Effects of 21st Century Skills - Collaborative Problem Solving in Digital Environments

Open Date: 2018-01-01

Close Date: 2022-01-01

Ronny Scherer

Research Interests

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Contact this professor

About

Recent Grants

Articles (19)

How valid, really? A meta-analysis of the validity evidence of Technological Pedagogical and Content Knowledge (TPACK) self-report assessments

Meta-analyzing correlation matrices in the presence of hierarchical effect size multiplicity

Utilizing primary study quality in meta-analyses in psychology: A step-by-step tutorial.

Teacher–student relationships and student outcomes: A systematic second-order meta-analytic review.

Cognitive factors underlying mathematical skills: A systematic review and meta-analysis.

Profiling teacher educators: ready to prepare the next generation for educational technology use?

Determinants of cognitive skills in adulthood: Age cohort patterns

An evaluation of the performance of stopping rules in AI‐aided screening for psychological meta‐analytical research

A Reliability Generalization of the Torrance Tests of Creative Thinking-Figural

Untangling the Great Online Transition: A network model of teachers’ experiences with online practices

Gender divides in teachers' readiness for online teaching and learning in higher education

The more experienced, the better prepared? New evidence on the relation between teachers’ experience and their readiness for online teaching and learning

New kid on the block? a conceptual systematic review of digital agency

Will, skills, or conscientiousness: What predicts teachers’ intentions to participate in technology-related professional development?

A primer on synthesizing individual participant data obtained from complex sampling surveys: A two-stage IPD meta-analysis approach.

What predicts students’ future ICT literacy? Evidence from a large-scale study conducted in different stages of secondary school

Sleep quality as a mediator of the relation between depression and chronic pain: a systematic review and meta-analysis

Value-added scores show limited stability over time in primary school

Measuring those who have their minds set: An item-level meta-analysis of the implicit theories of intelligence scale in education

Collaborators (10)

Julia Gorges

Fredrik Mørk Røkenes

Andreas Lachner

Nicolas Hübner

Fazilat Siddiq

Valentin Emslander

Jo Tondeur

Sarah Howard

Katharina Scheiter

Mike Cheung

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