Updated on May 29th, Curriculum Vitae Dr. Anna Südkamp

Transkript

1 Updated on May 29th, Curriculum Vitae Dr. Anna Südkamp Education 2010 Ph.D., University of Kiel, Germany Psychology 2006 Diplom, University of Kiel, Germany Psychology Professional Experience Since Sep 2013 Postdoctoral fellow at TU Dortmund University, Rehabilitation Psychology, Chair: Heinrich Tröster Oct 2011 Aug 2013 Postdoctoral fellow at the Institute for Longitudinal Educational Research, University of Bamberg, Germany. Project: National Educational Panel Study; PI: Hans-Günther Rossbach, Sabine Weinert, Cordula Artelt, Claus Carstensen Nov 2010 Sep 2011 Postdoctoral fellow at the Department of Educational Psychology, University of Kiel, Germany Project: Competence models as a base for a diagnosissupported individual support of students in primary and secondary school, PI: Ute Harms, Jens Möller Jan 2008 Dez 2010 Editorial assistant, German Journal of Educational Psychology Oct 2006 Oct 2010 Predoctoral fellow at the Department of Educational Psychology, University of Kiel, Germany in collaboration with the Teacher Education Center. Supervisor: Jens Möller Jun 2003 Sep 2006 Research Assistant, Department of Educational Psychology, University of Kiel Project: Structural aids in hypertext learning environments, PI: Jens Möller Project: Self-concept and dimensional comparisons, PI: Jens Möller, Britta Pohlmann Project: Monolingual and bilingual learning, PI: Jens Möller, Anna Zaunbauer-Womelsdorf Publications 1. Peer-reviewed articles Kaiser, J., Südkamp, A., & Möller, J. (2015). Teachers' judgment accuracy concerning minority students' academic achievement. Manuscript submitted for publication. Pohl, S., Südkamp, A., Hardt, K., Carstensen, C. H., & Weinert, S. (2015). Testability and test-taking behavior of students with special educational needs in large-scale assessments. Manuscript submitted for publication.

2 Updated on May 29th, 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), doi: /flr.v3i2.130 Kaiser, J., Retelsdorf, J., Südkamp, A., & Möller, J. (2013). Achievement and engagement: How student characteristics influence teacher judgments. Learning and Instruction, 28, doi: /j.learninstruc Schroeter, B., Harms, U., Klüh, B., Lücken, M., & Südkamp, A. (2013). Kompetenzorientiert unterrichten und rückmelden: Der Hamburger Schulversuch alles»könner und das Forschungsprogramm komdif [Instruction and feedback focussing on students competencies: The Hamburg school programm alles»könner and the komdif research program]. Die Deutsche Schule,105, Kaiser, J., Helm, F., Retelsdorf, J., Südkamp, A., & Möller, J. (2012). Zum Zusammenhang von Intelligenz und Urteilsgenauigkeit bei der Beurteilung von Schülerleistungen im Simulierten Klassenraum [On the relation of intelligence and judgment accuracy in the process of assessing student achievement in the simulated classroom]. Zeitschrift für Pädagogische Psychologie/German Journal of Educational Psychology, 26, doi: / /a Südkamp, A., Kaiser J., & Möller, J. (2012). Accuracy of teachers judgments of students academic achievement: A meta-analysis. Journal of Educational Psychology, 104, doi: /a Südkamp, A., & Möller, J. (2009). Referenzgruppeneffekte im Simulierten Klassenraum: direkte und indirekte Einschätzungen von Schülerleistungen [Reference-group-effects in a simulated classroom: Direct and indirect judgments]. Zeitschrift für Pädagogische Psychologie/Journal of Educational Psychology, 23, doi: / Südkamp, A., Möller, J., & Pohlmann, B. (2008). Der Simulierte Klassenraum: Eine experimentelle Untersuchung zur diagnostischen Kompetenz [The simulated classroom: An experimental study on diagnostic competence]. Zeitschrift für Pädagogische Psychologie/German Journal of Educational Psychology, 22, doi: / Further articles Hecker, K., Südkamp, A., Leser, C. & Weinert, S. (2015). Entwicklung eines Tests zur Erfassung von Hörverstehen auf Textebene bei Schülerinnen und Schülern der Klassenstufe 9 [Development of a test of listening comprehension at text-level for students in Grade 9] (NEPS Working Paper No. 53). Bamberg: Leibniz Institute for Educational Trajectories, National Educational Panel Study. Südkamp, A. (2014). Qualität von Schulnoten [Quality of grading]. Schulmanagement, 5,

3 Updated on May 29th, Retelsdorf, J., & Südkamp, A. (2012). Professionalisierung von Lehrerinnen und Lehrern: Editorial zum Themenheft [Professional teacher development: Introduction to the special issue]. Zeitschrift für Pädagogische Psychologie/German Journal of Educational Psychology, 26, doi: / /a Möller, J., Retelsdorf, J., & Südkamp, A. (2010). Editorial: Im Spiegel der Zeitschrift: Themen und Trends der Pädagogischen Psychologie in den Jahren 2008 bis 2010 [Editorial - As mirrored by the journal: Themes and trends of educational psychology in the years 2008 to 2010]. Zeitschrift für Pädagogische Psychologie/German Journal of Educational Psychology, 24, doi: / /a Book chapters Südkamp, A., Pohl, S., Hardt, K., Duchhardt, C., & Jordan, A.-K. (in press). Kompetenzmessung in den Bereichen Lesen und Mathematik bei Schülerinnen und Schülern mit sonderpädagogischem Förderbedarf [Competence assessment of students with special educational needs in reading and mathematics].in P. Kuhl, P. Stanat, & H. A. Pant (Eds). Einbeziehung von Schülerinnen und Schülern mit sonderpädagogischem Förderbedarf in Large-Scale-Assessments: Forschungsstand, Herausforderungen & Perspektiven. Südkamp, A., Pohl, S., Heydrich, J., & Weinert, S. (accepted). Including students with special educational needs in the competence assessment Results on the comparability of test scores in reading. In: Methodological Issues of Longitudinal Surveys. Südkamp, A., Kaiser, J., & Möller, J. (2014). Teachers judgments of students academic achievement: Results from field and experimental studies. In S. Krolak-Schwerdt, S. Glock, & M. Böhmer (Eds.), The future of educational research: Vol 3. Teachers professional development: Assessment, training and learning (pp. 5-25). Rotterdam: Sense Publishers. Südkamp, A., Möller, J., & Pohlmann, B. (2008). Der Simulierte Klassenraum: Ein Instrument zur Untersuchung von diagnostischer Kompetenz [The simulated classroom: Studying teachers judgment accuracy]. In: E.-M. Lankes (Eds.). Pädagogische Professionalität als Gegenstand empirischer Forschung [Educational professionalism as an issue in empirical research]. Münster: Waxmann. 4. Presentations Südkamp, A., Brimmers, S., Lange, S., Wolf, S. M., & Tröster, H. (2015, April). Teachers perceptions of students peer acceptance and rejection in the classroom. Paper presentation at the Annual Meeting of the American Educational Research Association, Chicago, USA. Südkamp, A., Brimmers, S., Lange, S., Wolf, S. M. & Tröster, H. (2014, September). Schätzen Lehrkräfte die soziale Integration und die soziale Kompetenz von Schülerinnen und Schülern korrekt ein? Eine Studie im Gemeinsamen Unterricht. [Can teachers accu-

4 Updated on May 29th, rately predict students social integration and students social skills? A study in inclusive classrooms] Paper presented at the 49th Conference of the German Psychosocial Society, Bochum, Germany. Brimmers, S., Südkamp, A., Lange, S., Wolf, S. M. & Tröster, H. (2014, September). Soziale Kompetenzen und soziale Integration im Gemeinsamen Unterricht. [Social skills and social integration in inclusive classrooms] Paper presented at the 49th Conference of the German Psychosocial Society, Bochum, Germany. Südkamp, A. & Hecker, K. (2013, August). Developing a test of listening comprehension at discourse-level in grade 9: First empirical results. Poster presented at the Biennial Conference of the European Association for Research on Learning and Instruction, Munich, Germany. Hecker, K. & Südkamp, A. (2013, August). Assessing listening comprehension at discourse level within the National Educational Panel Study. Poster presented at the Biennial Conference of the European Association for Research on Learning and Instruction, Munich, Germany. Hecker, K. & Südkamp, A. (2013, März). Herausforderungen bei der Erfassung von Hörverstehen auf Diskursebene innerhalb des NEPS [Challenges in the assesmment of listening comprehension at discourse level with in the NEPS]. Paper presented at the 1st Conference of the Gesellschaft für Empirische Bildungsforschung, Kiel, Germany. Südkamp, A., Pohl, S., Heydrich, J., & Weinert, S. (2012, November). Identifying appropriate testing accommodations in the assessment of students with special educational needs within the German National Educational Panel Study (NEPS). Paper presented at the 13th Annual Conference of the Association for Educational Assessment Europe, Berlin. Südkamp, A., Langmann, A., & Hecker, K. (2012, October). Entwicklung von Aufgaben zur Erfassung von Hörverstehen auf Diskursebene [Measuring listening comprehension at discourse level]. Paper presented at the 11th Conference of the German Society for Cognitive Sciences, Bamberg, Germany. Kaiser, J., Schubert, C., Südkamp, A., & Möller, J. (2012, September). Stehen Minderheiten im Fokus bei der Beurteilung durch Lehrkräfte [Are minorities in the focus of teachers assessment of students performance?]. Paper presented at the 48th Conference of the German Psychosocial Society, Bielefeld, Germany. Kaiser, J., Helm, F., Retelsdorf, J., Südkamp, A., & Möller, J. (2012, September). Zum Zusammenhang von diagnostischer Kompetenz und kognitiven Fähigkeiten bei Lehramtsstudierenden [On the relationship of diagnostic and cognitive competencies]. Paper presented at the 13th Conference of the Section of Educational Psychology of the German Psychological Association, Erfurt, Germany. Schubert, C., Südkamp, A., & Möller, J. (2011, September). Effekte von Ethnizität auf die Beurteilung von Schülern durch Lehrkräfte [Effects of students ethnicity on the teachers judgments of students performance]. Paper presented at the 13th Conference of

5 Updated on May 29th, the Subdivision of Educational Psychology of the German Psychological Association, Erfurt, Germany. Südkamp, A., Kaiser, J., & Möller, J. (2011, August). A meta-analysis on teacher judgment accuracy. Paper presented at the Biennial Conference of the European Association for Research on Learning and Instruction, Exeter, UK. Südkamp, A., Kaiser, J., & Möller, J. (2011, April). A meta-analysis on teacher judgment accuracy. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, USA. Südkamp, A., Lücken, M., & Möller, J. (2011, March). Evaluation des Hamburger Schulversuchs alles»könner [Evaluation of the Hamburg school program alles»könner]. Poster presented at the 75th Tagung der Arbeitsgruppe für Empirische Pädagogische Forschung, Bamberg, Germany. Südkamp, A., Kaiser, J., & Möller, J. (2010, September). Eine Meta-Analyse zur diagnostischen Kompetenz von Lehrkräften [A meta-analysis on teachers judgment accuracy]. Paper presented at the 74th Tagung der Arbeitsgruppe für Empirische Pädagogische Forschung, Jena, Germany. Kaiser, J., Helm, F., Südkamp, A., & Möller, J. (2010, September). Zum Zusammenhang von diagnostischer Kompetenz und kognitiven Fähigkeiten bei Lehramtsstudierenden [On the relationship of diagnostic and cognitive competencies]. Poster presented at the 47th Congress of the German Psychosocial Society, Bremen, Germany. Kaiser, J., Südkamp, A., & Möller, J. (2010, June). Zur Interaktion der Einschätzung von Fähigkeit und Motivation im simulierten Klassenraum [Assessing students academic achievement and motivation within the simulated classroom]. Paper presented at the 1st Tagung Empirische Schulforschung in Schleswig-Holstein, Kiel, Germany. Kaiser, J., Südkamp, A., & Möller, J. (2010, May). Does motivation count? An experimental study on the accuracy of judgments of students achievement. Paper presented at the 91st Annual Meeting of the American Educational Research Association, Denver, USA. Kaiser, J., Südkamp, A., & Möller, J. (2009, September). Zur Genauigkeit der Einschätzung von Fähigkeit und Motivation im Simulierten Klassenraum [On the accuracy of teachers judgments of students academic achievement and motivation in the simulated classroom]. Paper presented at the 12th Conference of the Section of Educational Psychology of the German Psychological Association, Saarbrücken, Germany. Südkamp, A., & Möller, J. (2009, August). Differences in teachers judgments of immigrant and non-immigrant students. Paper presented at the Biennial Conference of the European Association for Research on Learning and Instruction, Amsterdam, The Netherlands. Südkamp, A., & Möller, J. (2009, April). What moderates the accuracy of teachers judgments? A study on reference-group effects. Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, USA.

6 Updated on May 29th, Südkamp, A., Möller, J., & Retelsdorf, J. (2008, August). Suche und Verarbeitung von Schülerinformationen mit dem Ziel der Leistungsprognose [Seaching for and processing information for predicting students academic achievment]. Paper presented at the 71st Tagung der Arbeitsgruppe für Empirische Pädagogische Forschung, Kiel, Germany. Südkamp, A., Pohlmann, B., & Möller, J. (2008, Juli). Reference-group-effects on teachers judgments: A study with the simulated classroom. Paper presented at the International Congress of Psychology, Berlin, Germany. Südkamp, A., Pohlmann, B., & Möller, J. (2008, March). The simulated classroom: An experimental study on diagnostic competence. Poster presented at the Annual Meeting of the American Educational Research Association, New York City, USA. Südkamp, A., Möller, J., & Pohlmann, B. (2007, September). Der Simulierte Klassenraum: Diagnostische Kompetenz von Lehramtsstudierenden [The simulated classroom: Teachers judgment accuracy]. Paper presented at the 11th Conference of the Section of Educational Psychology ot the German Psychological Association, Berlin, Germany. Südkamp, A., Möller, J., & Pohlmann, B. (2007, September). Diagnostische Kompetenz von Lehramtsstudierenden: Eine Untersuchung im Simulierten Klassenraum [Teachers judgment accuracy: A study using a computersimulation of a classroom situation]. Paper presented at the 70th Tagung der Arbeitsgruppe für Empirische Pädagogische Forschung, Lüneburg, Germany. 4. Organized Symposia Südkamp, A. & Tröster, H. (2015, März). Erfolgsfaktoren schulischer Inklusion [Factors of succes in inclusion]. Symposium conducted at the 3 rd Conference of the Gesellschaft für Empirische Bildungsforschung, Bochum, Germany. Südkamp, A., & Möller, J. (2009, August). What influences teachers judgments of students performance? Symposium conducted at the Biennial Conference of the European Association of Research on Learning and Instruction, Amsterdam, The Netherlands. Review activities British Journal of Educational Psychology Educational Assessment Journal Educational Psychology European Journal of Psychology of Education Journal of Educational Computing Research Journal of Educational Psychology Journal of Educational Research Online Learning and Individual Differences Learning and Instruction Psychologie in Erziehung und Unterricht Psychologische Rundschau

7 Updated on May 29th, School Effectiveness and School Improvement Social Psychology of Education Unterrichtswissenschaft Zeitschrift für Erziehungswissenschaft Zeitschrift für Pädagogische Psychologie (German Journal of Educational Psychology) Zeitschrift für Psychologie Professional societies American Educational Research Association (AERA) Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF) European Association for Research on Learning and Instruction (EARLI) German Psychosocial Society (DGPs) Grants and Awards 2014 Scientifc Network on teachers assessment competencies funded by the German Research Foundation 2013 EARLI Outstanding Publication Award 2011 Dissertation Award of the German Psychological Society, Educational Psychology Section 2008 German Research Foundation, Travel Grant