Prof. Dr. Steffi Pohl

steffi_neu

Methods and Evaluation / Quality Assurance

Professor

Address
Habelschwerdter Allee 45
Room KL 23/226
14195 Berlin
Office
Judith Schmidt
Sekretariat

Office hours

Wednesday: 4 pm - 5 pm.

To register, please email.

Professional career

  • Since October 2013: Full Professor of Methods and Evaluation/Quality Assurance, Department of Education and Psychology, Freie Universität Berlin
  • Since October 2013: Assistant Professor of Methods and Evaluation/Quality Assurance, Department of Education and Psychology, Freie Universität Berlin
  • 2009-2013: Research Associate at the department of Psychology focusing on Methods of Empirical Education Research (Dr. Claus Carstensen, Professor), Project: National Education Panel Study (NEPS), Otto-Friedrich-Universität Bamberg 
  • 2005-2009: Research Associate at the Department of Methodology and Evaluation Research (Dr. Rolf Steyer, Professor), Friedrich-Schiller Universität Jena
  • 2007: Research Associate in the project kompetenztest.de (Dr. Christof Nachtigall), Friedrich-Schiller-Universität Jena
  • 2004-2005: Research Associate in the e-learning project SPSSinteraktiv (Dr. Renate Soellner, Professor), Freie Universität Berlin
  • 2004: Research Associate (substitute) at the Methods of Psychology Division (Dr. Albrecht Iseler, Professor), Freie Universität Berlin

Visiting Scholarships

  • 2018 (July) visiting scholar working with Lale Khorramdel, Educational Testing Service, Princeton, USA
  • 2018 (March) visiting scholar working with Carolin Strobl, Universität Zürich, Switzerland
  • 2018 (February) visiting scholar working with Inga Schwabe, Tilburg University, Netherlands
  • 2014 (September-October): visiting scholar working with Matthias von Davier, Educational Testing Service, Princeton, NJ, USA
  • 2008 (September-October): visiting scholar working with Thomas D. Cook, Northwestern University, Evanston, IL, USA

Education

  • 2005-2010: Doctorate, Friedrich-Schiller-Universität Jena (advisor: Rolf Steyer)
  • 2002-2003: Study program “MSc Research Methods in Psychology”, University of Hertfordshire, UK
  • 1998-2004: Study program toward the degree of Diplom in Psychology at Freie Universität Berlin 

Awards and Distinctions

  • 2011: Gustav A. Lienert Dissertation Award from the German Psychological Association for Methodology and Evaluation

Editorial Activities

  • since 2018 Associate Editor of Psychometrika
  • 2016-2019 Associate Editor of the British Journal of Mathematical and Statistical Psychology
  • since 2016 Editorial Board of Zeitschrift für Psychologie

Memberships

Current Lectures in 2019/2020, Winter Semester

  • Seminar: Evaluation of psychological scales using models from Item Response Theory
  • Seminar: Fields of research in psychological assessments and personality psychology
  • Lecture: Introduction to Empirical Social Research
  • Lecture: Introduction to Quantitative Research Methods
  • Lecture: Research Methods

Research Interests

  • Psychometrics
  • Log data analysis
  • Missing values
  • Causal inference

Research Projects

Principal Investigators: Felix Blankenburg, Steffi Pohl, Dirk Ostwald
Project Staff: NN
Funding: German Research Foundation (PO1655/4-1)
Duration: 2019-2021

Principal Investigator: Babette Renneberg
Trial Statistician: Steffi Pohl
Funding: Funding: Federal Ministry of Education and Research
Duration: 2018-2022

Principal Investigators: Felix Blankenburg, Steffi Pohl, Dirk Ostwald
Project Staff: NN
Funding: German Research Foundation (PO1655/4-1)
Duration: 2019-2021

Principal Investigators: Steffi Pohl, Christian Assmann, Claus H. Carstensen
Project Staff: Daniel Schulze
Funding: German Research Foundation, priority program "Education as a Lifelong Process" (PO1655/2-2)
Duration: 2018-2020

Completed Projects

Subproject Graduate Program
Principal Investigators: Rainer Watermann, Steffi Pohl
Project Staff: Johanna Hildebrandt
Funding: Federal Ministry of Education and Research
Duration: 2015-2018

Principal Investigators: Steffi Pohl, Claus H. Carstensen
Project Staff: Carmen Köhler
Funding: German Research Foundation, priority program "Education as a Lifelong Process" (PO1655/1-1)
Duration: 2012-2015

Publications

Journal Articles

  • Pohl, S. & Becker, B. (in press). Performance of missing data approaches under nonignorable missing data conditions. Methodology.
  • Ulitzsch, E., von Davier, M., & Pohl, S. (2019). A hierarchical latent response model for inferences about examinee engagement in terms of guessing and item-level nonresponse. British Journal of Mathematical and Statistical Psychology. doi: 10.1111/bmsp.12188
  • Ulitzsch, E., von Davier, M., & Pohl, S. (2019). A Multiprocess item response model for not-reached items due to time limits and quitting. Educational and Psychological Measurement. doi:10.1177/0013164419878241
  • Ulitzsch, E., von Davier, M., & Pohl, S. (2019). Using response times for joint modeling of response and omission behavior. Multivariate Behavioral Research. doi:10.1080/00273171.2019.1643699
  • Schwabe, I., Gu, Z., Tijmstra, J., Hatemi, P., & Pohl, S. (2019). Psychometric modelling of longitudinal genetically-informative twin data. Frontiers in Genetics. doi:10.3389/fgene.2019.00837
  • Pohl, S., Ulitzsch, E., & von Davier, M. (2019). Using response times to model not-reached items due to time limits.Psychometrika, 84(3), 892-920. doi:10.1007/s11336-019-09669-2
  • Sengewald, M.-A., & Pohl, S. (2019). Compensation and amplification of attenuation bias in causal effect estimates. Psychometrika, 84(2), 589-610. doi:10.1007/s11336-019-09665-6
  • Sachse, K., Mahler, N., & Pohl, S. (2019). When nonresponse mechanisms change: Effects on trends and group comparisons in international large-scale assessments. Educational and Psychological Measurement, 79(4), 699-726. doi:10.1177/0013164419829196
  • Pohl, S. & von Davier, M. (2018) Commentary: On the importance of the speed-ability trade-off when dealing with not reached items. Frontiers in Psychology, 9:1988. doi: 10.3389/fpsyg.2018.01988
  • Sengewald, M.-A., Steiner, P. M., & Pohl, S. (2018). When does measurement error in covariates impact causal effect estimates? - Analytical derivations of different scenarios and an empirical illustration. British Journal of Mathematical and Statistical Psychology, 72(2), 244-270. doi: 10.1111/bmsp.12146
  • Köhler, C., Pohl, S., & Carstensen, C. H. (2017). Dealing with item nonresponse in large-scale cognitive assessments: The impact of missing data methods on estimated explanatory relationships. Journal of Educational Measurement, 54(4), 397-419. doi:10.1111/jedm.12154
  • Haberkorn, K., Pohl, S., & Carstensen, C. H. (2016). Incorporating different response formats of competence tests in an IRT model. Psychological Test and Assessment Modeling, 58(2), 223-252.
  • Pohl, S., Südkamp, A., Hardt, K., Carstensen, C. H., & Weinert, S. (2016). Testing Students with Special Educational Needs in Large-Scale Assessments: Psychometric Properties of Test Scores and Associations with Test Taking Behavior. Frontiers in Psychology, 154(7), 1-14. doi: 10.3389/fpsyg.2016.00154
  • Aßmann, C., Gaasch, C., Pohl, S., & Carstensen, C. H. (2015). Bayesian estimation in IRT models with missing values in background variables. Psychological Test and Assessment Modeling, 57(4), 595-618.
  • Köhler, C., Pohl, S., & Carstensen, C. H. (2015). Investigating mechanisms for missing responses in competence tests. Psychological Test and Assessment Modeling, 57(4), 499-522.
  • Südkamp, A., Pohl, S., & Weinert, S. (2015). Competence assessment of students with special educational needs: Identification of appropriate testing accommodations. Frontline Learning Research, 3 (2), 1-25. doi:10.14786/flr.v3i2.130
  • Köhler, C., Pohl, S., & Carstensen, C. H. (2014). Taking the missing propensity into account when estimating competence scores: Evaluation of IRT models for non-ignorable omissions. Educational and Psychological Measurement, 75(5), 850-875. doi:10.1177/0013164414561785
  • Haberkorn, K., Lockl, K., Pohl, S., Ebert, S., & Weinert, S. (2014). Metacognitive knowledge in children at early elementary school. Metacognition and Learning, 9(3), 239-263. doi:10.1007/s11409-014-9115-1
  • Pohl, S., Gräfe, L., & Rose, N. (2014). Dealing with omitted and not reached items in competence tests - Evaluating approaches accounting for missing responses in IRT models. Educational and Psychological Measurement, 74(3), 423-452. doi:10.1177/0013164413504926
  • Pohl, S. (2014). Longitudinal multi-stage testing. Journal of Educational Measurement, 50(4), 447-468. doi: 10.1111/jedm.12028
  • Pohl, S., & Carstensen, C. (2013). Scaling the competence tests in the National Educational Panel Study – Many questions, some answers, and further challenges. Journal for Educational Research Online, 5(2), 189-216.
  • Raykov, T., & Pohl, S. (2013). Essential unidimensionality examination for multi-component scales: An interrelationship decomposition approach. Educational and Psychological Measurement, 73(4), 581-600. doi:10.1177/0013164412470451
  • Raykov, T., & Pohl, S. (2013). On studying common factor variance in multiple component measuring instruments. Educational and Psychological Measurement, 73(2), 191-209. doi:10.1177/0013164412458673
  • Cook, T. D., Pohl, S., & Steiner, P. M. (2011). Die relative Bedeutung der Kovariatenwahl, Reliabilität und Art der Datenanalyse für die Schätzung kausaler Effekte aus Beobachtungsdaten. Zeitschrift für Evaluation, 10(2), 203-224.
  • Cook, T. D., Steiner, P. M., & Pohl, S. (2010). How bias reduction is affected by covariate choice, unreliability, and mode of data analysis: Results from two types of within-study Comparisons. Multivariate Behavioral Research, 44(6), 828-847. doi:10.1080/00273170903333673
  • Pohl, S., & Steyer, R. (2010). Modeling common traits and method effects in multitrait-multimethod analysis. Multivariate Behavioral Research, 45(1), 45-72. doi:10.1080/00273170903504729
  • Pohl, S., Steiner, P. M., Eisermann, J., Soellner, R., & Cook, T. D. (2009). Unbiased causal inference from an observational study: Results of a within-study comparison. Educational Evaluation and Policy Analysis, 31(4), 463-479. doi:10.3102/0162373709343964
  • Vautier, S., & Pohl, S. (2009). Do balanced scales assess bipolar constructs? The case of the STAI scales. Psychological Assessment, 21(2), 187-193. doi: 10.1037/a0015312
  • Pohl, S., Steyer, R., & Kraus, K. (2008). Modelling method effects as individual causal effects. Journal of the Royal Statistical Society, Series A, 171(1), 41-63. doi:10.1111/j.1467-985X.2007.00517.x

Guest Editing

  • Pohl, S., & Aßmann, C. (2015). Missing values in large scale assessment studies [Special issue]. Psychological Test and Assessment Modeling, 57(4), 469-471.

Book Chapters

  • Pohl, S., Sengewald, M.-A., & Steyer, R. (2016). Adjustment when Covariates are Fallible. In W. Wiedermann, & A. von Eye (Hrsg.), Statistics and Causality: Methods for Applied Empirical Research (pp. 363-384). Hoboken, NJ: Wiley.
  • Aßmann, C., Carstensen, C. H., Gaasch, C., & Pohl, S. (2016). Estimation of plausible values considering partially missing background information: A data augmented MCMC approach. In H.-P. Blossfeld, J. von Maurice, M. Bayer, & J. Skopek (Hrsg.), Methodological Issues of Longitudinal Surveys (pp. 503-521). Wiesbaden: Springer VS.
  • Südkamp, A., Pohl, S., Heydrich, J., & Weinert, S. (2016). Including students with special educational needs in the competence assessment – Results on the comparability of test scores in reading. In H.-P. Blossfeld, J. von Maurice, M. Bayer, & J. Skopek (Hrsg.), Methodological Issues of Longitudinal Surveys (pp. 485-501). Wiesbaden: Springer VS.
  • Pohl, S., Haberkorn, K., & Carstensen, C. H. (2015). Measuring competencies across the lifespan: Challenges of linking test scores. In M. Stemmler, A. von Eye, & W. Wiedermann (Hrsg.), Dependent Data in Social Sciences Research: Forms, Issues, and Methods of Analysis (pp. 281-308 ). Cham: Springer.
  • Südkamp, A., Pohl, S., Hardt, K., Jordan, A.-K., & Duchhardt, C. (2015). Kompetenzmessung in den Bereichen Lesen und Mathematik bei Schülerinnen und Schülern mit sonderpädagogischem Förderbedarf. In P. Kuhl, P. Stanat, B. Lütje-Klose, C. Gresch, H. A. Pant, & M. Prenzel (Hrsg.), Inklusion von Schülerinnen und Schülern mit sonderpädagogischem Förderbedarf in Schulleistungserhebungen (pp. 243-272). Wiesbaden: Springer VS.
  • Haberkorn, K., Pohl, S., Carstensen, C., & Wiegand, E. (2015). Scoring of complex multiple choice items in NEPS competence tests. In H.-P. Blossfeld, J. von Maurice, M. Bayer, & J. Skopek (Hrsg.), Methodological Issues of Longitudinal Surveys (pp. 523-540). Wiesbaden: Springer VS.
  • Pohl, S., & Steyer, R. (2012). Modeling traits and method effects as latent variables. In S. Salzborn, E. Davidov, & J. Reinecke (Hrsg.). Methods, Theories, and Empirical Applications in the Social Sciences – Festschrift for Peter Schmidt (pp. 57-65). VS Verlag für Sozialwissenschaften.
  • Rose, N., Pohl, S., Böhme, H. F., & Steyer, R. (2010). Strukturgleichungsmodelle. In H. Holling, & B. Schmitz (Hrsg.), Handbuch Statistik, Methoden und Evaluation (pp. 600-611). Göttingen: Hogrefe.
  • Nachtigall, N., Pohl, S., & Hartenstein, S. (2010). Univariate deskriptive Statistik. In H. Holling, & B. Schmitz (Hrsg.), Handbuch Statistik, Methoden und Evaluation (pp. 275-287). Göttingen: Hogrefe.

Technical Reports

  • Krannich, M., Jost, O., Rohm, T., Koller, I., Pohl, S., Haberkorn, K., Carstensen, C. H., Fischer, L., & Gnambs, T. (2017). NEPS Technical Report for reading: Scaling results of Starting Cohort 3 for grade 7 (NEPS Survey Papers No. 14). Bamberg, Germany: Leibniz Institute for Educational Trajectories, National Educational Panel Study.
  • Pohl, S., Stets, E., & Carstensen, C. H. (2017). Cluster-based anchor item identication and selection (NEPS Working Paper No. 68). Bamberg: Leibniz Institute for Educational Trajectories, National Educational Panel Study.
  • Aßmann, C., Carstensen, C. H., Gaasch, C., & Pohl, S. (2014). Estimation of plausible values using background variables with missing values: A data augmented MCMC approach. (NEPS Working Paper No. 38). Bamberg: Leibniz Institute for Educational Trajectories, National Educational Panel Study.
  • Pohl, S., Haberkorn, K.,& Hardt, K., (2014).NEPS Technical Report for Reading – Scaling results of starting cohort 5 for first-year students in main study 2010/11. (NEPS Working Paper No. 34). Bamberg: Leibniz Institute for Educational Trajectories, National Educational Panel Study.
  • Hardt, K., Pohl, S. & Haberkorn, K. (2013).NEPS Technical Report for Reading – Scaling results of Starting Cohort 6 for adults in main study 2010/11 (NEPS Working Paper No. 25). Bamberg: Otto-Friedrich-Universität, Nationales Bildungspanel.
  • Haberkorn, K., Pohl, S., Hardt, K., & Wiegand, E. (2012).NEPS Technical Report for Reading – Scaling results of starting cohort 4 in ninth grade (NEPS Working Paper No. 16). Bamberg: Otto-Friedrich-University, Nationales Bildungspanel.
  • Pohl, S., Haberkorn, K., Hardt, K., & Wiegand, E. (2012).NEPS Technical Report for Reading – Scaling results of starting cohort 3 in fifth grade (NEPS Working Paper No. 15). Bamberg: Otto-Friedrich-University, Nationales Bildungspanel.
  • Pohl, S., & Carstensen, C. (2012). NEPS Technical Report – Scaling the data of the competence tests (NEPS Working Paper No. 14). Bamberg: Otto-Friedrich-University, Nationales Bildungspanel.