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Robitzsch, Alexander

Alexander Robitzsch

Dr. phil., Dipl.-Math.

Contact

dpt. Educational Measurement
phone +49-(0)431-880-3487
address Olshausenstraße 62, D-24118 Kiel
room 37

Education

2015 Doctorate in Educational Research, Humboldt-Universität zu Berlin
2003 First State Examination for Secondary School Teachers (Subjects Mathematics and Chemistry), Technische Universität Dresden
2003 Diplom (Ger.) in Mathematics, Technische Universität Dresden

Professional Activity

since 2015 Research Scientist, IPN - Leibniz Institute for Science and Mathematics Education
2009 - 2015 Measurement Statistician, Federal Institute for Education Research, Innovation and Development of the Austrian School System (BIFIE), Salzburg
2005 - 2009 Research Scientist, Institute for Educational Quality Improvement (IQB), Berlin
2003 - 2005 Research Scientist, Institute of General Education, Technische Universität Dresden

Research Interests

National and international large-scale assessment
Item response modeling
Missing data, multiple imputation
Multilevel analysis

Selected Publications

George, A. C., Robitzsch, A., Kiefer, T., Ünlü, A., & Groß, J. (in press). The R package CDM for cognitive diagnosis models. Journal of Statistical Software.
Robitzsch, A., Dörfler, T., Pfost, M., & Artelt, C. (2011). Die Bedeutung der Itemauswahl und der Modellwahl für die längsschnittliche Erfassung von Kompetenzen: Lesekompetenzentwicklung in der Primarstufe. Zeitschrift für Entwicklungspsychologie und pädagogische Psychologie, 43, 213-227.
Robitzsch, A. (2009). Methodische Herausforderungen bei der Kalibrierung von Leistungstests. In A. Bremerich-Vos, D. Granzer & O. Köller (Hrsg.). Bildungsstandards Deutsch und Mathematik (S. 42-106). Weinheim: Beltz Pädagogik.
Robitzsch, A. & Rupp, A. A. (2009). The impact of missing data on the detection of differential item functioning. Educational Psychological Measurement, 69, 18-34.
Lüdtke, O., Marsh, H.W., Robitzsch, A., Trautwein, U., Asparouhov, T. & Muthén, B. (2008). The multilevel latent covariate model: A new, more reliable approach to group-level effects in contextual studies. Psychological Methods, 13, 203-229.

Publications in the research information system

all publications recorded in PURE