Institute for Educational Assessment

We conduct research projects aimed at assessing and fostering students’ academic abilities by the development and application of computer-based testing tools. Our tasks include ensuring the scientific quality of the learning and assessment systems in the canton of St.Gallen from a psychometric perspective.

Focal areas and research fields

•    Quality of tests and test items
•    Structure and development of academic abilities
•    Improvement of academic achievement based on computer-based test instruments
•    Planning and statistical evaluation of extensive survey studies

Recent Publications

  • Hübner, N., Wagner, W., Hochweber, J., Neumann, M. & Nagengast, B. (2019). Comparing apples and oranges: Curricular intensification reforms can change the meaning of students’ grades. Journal of Educational Psychology. Advance online publication. doi:10.1037/edu0000351.
  • Naumann, A., Musow, S., Aichele, C., Hochweber, J. & Hartig, J. (2019). Instruktionssensitivität von Tests und Items. Zeitschrift für Erziehungswissenschaften, 22(1).1–22. doi:10.1007/s11618-018-0832-0.
  • Naumann, A., Rieser, S., Musow, S., Hochweber, J. & Hartig, J. (2019). Sensitivity of test items to teaching quality. Learning and Instruction, 60, 41-53. doi:

Further Publications

  • Rakoczy, K., Pinger, P., Hochweber, J., Klieme, E., Schütze, B. & Besser, M. (2018). Formative assessment in mathematics: Mediated by feedback’s perceived usefulness and students’ self-efficacy. Learning and Instruction. Advance online publication. doi:10.1016/j.learninstruc.2018.01.004.
  • Hochweber, J. & Vieluf, S. (2018). Gender differences in reading achievement and enjoyment of reading: The role of perceived teaching quality. The Journal of Educational Research, 111 (3), 268-283.

Our project database provides you with access to the descriptions and results of current and past projects.