Jansen, Thorben

Thorben Jansen

Dr. phil. Thorben Jansen
Ed. Research and Ed. Psychology

Contact

phone +49-(0)431-880-6426
address Olshausenstraße 62, D-24118 Kiel
room Wissenschaftspark, Kuhnkestr.2

Education

11.2019 PhD in Psychology, Kiel University
2011 - 2016 Studies in Psychology at Kiel University

Professional Activity

since 2021 Research Scientist, IPN – Leibniz Institute for Science and Mathematics Education
2016-2021 Studies in Psychology at Kiel University

Research Interests

Adaptive Learning
Use of artificial intelligence in education
Teachers‘ Diagnostic Competence
(automated) diagnostic of students‘ performances
Motivation

Current Projects

DARIUS

Selected Publications

Jansen, T., Vögelin, C., Machts, N., Keller, S., Köller, O., & Möller, J. (2021). Judgment accuracy in experienced versus student teachers: Assessing essays in English as a foreign language. Teaching and Teacher Education, 97, 103216. https://doi.org/10.1016/j.tate.2020.103216
Jansen, T., Vögelin, C., Machts, N., Keller, S., & Möller, J. (2021). Don't Just Judge the Spelling! The Influence of Spelling on Assessing Second-Language Student Essays. Frontline Learning Research, 9(1), 44-65. https://doi.org/10.14786/flr.v9i1.541
Fleckenstein, J., Meyer, J., Jansen, T., Keller, S., & Köller, O. (2020). Is a Long Essay Always a Good Essay? The Effect of Text Length on Writing Assessment. Frontiers in Psychology, 11, 2493. https://doi.org/10.3389/fpsyg.2020.562462
Meyer, J., Jansen, T., Fleckenstein, J., Keller, S., & Köller, O. (2020). Machine Learning im Bildungskontext: Evidenz für die Genauigkeit der automatisierten Beurteilung von Essays im Fach Englisch [Machine Learning in the Educational Context: Evidence of Prediction Accuracy Considering Essays in English as a Foreign Language]. Zeitschrift für Pädagogische Psychologie. https://doi.org/10.1024/1010-0652/a000296
Vögelin, C., Jansen, T., Keller, S. D., Machts, N. & Möller, J. (2019).The influence of lexical features on teacher judgements of ESL argumentative essays. Assessing writing, 39, 50-63. https://doi.org/10.1016/j.asw.2018.12.003