Employment History

Education

Awards and Honors

Affiliations

• American Educational Research Association (AERA)
• European Association of Psychological Assessment (EAPA)
• German Society of Psychology (DGPs: Differential Psychology, Personality Psychology, and Psychological Assessment; Methods and Evaluation)
• National Council on Measurement in Education (NCME)
• Austrian Society of Psychology (ÖGP)
• Psychometric Society

Teaching Experience

University Lectureships

2022: Adjunct Professor/Lecturer in Large-Scale Assessment Methodologies, Lynch School of Education and Human Development, Measurement-Evaluation-Statistics-Assessment Department (MESA), Boston College (USA):

• Large-Scale Assessment: Theory and Practice, for graduate students: Test development, sampling design, assessment design, scoring, data analysis (overview of quality assurance, item response theory, population modeling, log and process data analysis), reporting, policy relevance

2011–2017: Lecturer in Psychological Assessment, “Ferdinand Porsche Fern-FH“ College Vienna, Bachelor degree course “Business management and Business Psychology” (under Prof. dr. Christa Walenta):

• Test Development and Evaluation, for Bachelor Students: Design, item development procedures, preparing data files, classical test theory analyses, confirmatory and exploratory factor analysis, item response theory models (“Fragebogen- und Erhebungsinstrumentenkonstruktion”)

2012–2013: Lecturer in Psychological Assessment 2, Department of Psychology, University of Salzburg (as replacement of Prof. Dr. Tuulia Ortner):

• Psychological Assessment 2, lecture, for Master students: techniques, possibilities and limitations of psychological assessments, quantitative and qualitative tests and instruments, evaluating the psychometric qualities of instruments (“Vorlesung zur Psychologischen Diagnostik 2”)

2006–2014: Lecturer in Psychological Assessment and Applied Psychometrics, Faculty of Psychology, University of Vienna (under Prof. Dr. Klaus D. Kubinger and later as his replacement):

• Psychological Assessment and Diagnostics 1 and 2, Tutorial, for Bachelor and Master students: possibilities and limitations of cognitive and noncognitive instruments, planning and conducting psychological assessments, interviewing and communication skills, presenting results and writing diagnostic reports (“Übungen zur Psychologischen Diagnostik 1“, „Übungen zur Psychologischen Diagnostik 2“)
• Psychological Assessment and Diagnostics in Practice, for Master students: planning and conducting psychological assessments with real clients in the center for testing and consulting, interviewing and communication skills, providing verbal feedback and writing diagnostic reports („Praktikum zum Psychologischen Diagnostizieren“, Proseminar)
• Techniques of Psychological Assessment, lecture and tutorial, for Master students: possibilities and limitations of psychological assessments, quantitative and qualitative tests and instruments, evaluating the psychometric qualities of instruments, factor analyses and item response theory models (“Vorlesung mit Übungscharakter (VU): Techniken psychologisch-diagnostischer Verfahren“)
• Scientific Literature, Seminar, for Master students: reading, writing, understanding and interpreting scientific papers (“Fachliteraturseminar Psychologische Diagnostik”, FLS)
• Advanced Research in Psychological Assessment, Seminar, for Master Students: reading, writing, understanding and interpreting methodological papers and statistical models, test design, experimental design, sampling methods (“Forschungsseminar für Fortgeschrittene Psychologischer Diagnostik”, FS)
• Applied Methods in Psychological Assessment, Seminar, for Master students: item response theory models, confirmatory and exploratory factor analysis, latent class models, cluster analyses, general linear models, sampling design, experimental design (“Repetitorium: Praktische Methoden der Psychologischen Diagnostik”)
• Scientific Writing, Seminar, for Master students: planning, structuring and writing scientific papers and Master theses (“Scientific Writing für DiplomandInnen in Psychologischer Diagnostik”)

Workshops and Seminars

2018: mdltm Training Seminar and Workshop at the Educational Testing Service, Princeton, USA, 24. and 27. August 2018 (together with Dr. Frederic Robin and Dr. Hyo Jeong Shin):

• Item Response Theory and Population Modeling in PISA and PIAAC using mdltm and DGROUP, for advanced researchers: Hybrid, multigroup and multidimensional IRT models, differential item functioning, IRT linking, measurement invariance, latent regression modeling, principal component analyses, variable selection, overparameterization

2017: PISA Analysis and Design Workshop for National Project Managers (NPM) in Belgium, Brussels, 01.-03. November 2017 (together with Dr. Kentaro Yamamoto and Dr. Hyo Jeong Shin):

• Item Response Theory and Population Modeling in Large-Scale Assessments: Principals of adaptive testing and multistage test (MST) designs, introduction to IRT modeling in mdltm, measurement invariance, IRT linking, latent regression modeling, generation of plausible values, use of plausible values in secondary analysis

2016: PISA Analysis Workshop for National Project Managers (NPM) at the Educational Testing Service, Princeton, USA, 21.-12. July 2016 (together with Dr. Matthias von Davier and Dr. Eugenio Gonzalez):

• Item Response Theory and Population Modeling in Large-Scale Assessments: Introduction to IRT modeling in mdltm, measurement invariance, IRT linking, latent regression modeling, generation of plausible values, use of plausible values in secondary analysis

2016: mdltm Training Seminar and Workshop at the Educational Testing Service, Princeton, USA, 09.-11. February 2016 (together with Dr. Matthias von Davier and Dr. Jonathan Weeks):

• Item Response Theory Modeling in mdltm, for advanced researchers: Rasch model, 2PLM, mixture distribution, multigroup and multidimensional IRT models, differential item functioning, IRT linking, measurement invariance

2012: ICO Fall School (Interuniversity Centre for Educational Sciences in the Netherlands):Workshop, 06.-07. November 2012, Spain (together with Prof. Dr. Claus H. Carstensen, University of Bamberg):

• Item Response Theory Modeling for Longitudinal Data, workshop, for PhD students: psychometric modelling using the software mdltm

• Psychometrics (Latent Variable Models)
• Large Scale-Assessment Methodologies and Longitudinal Data
• Computer/Digital-based Assessments
• Modeling of Process Data and Response Behavior
• Psychological and Educational Measurement
• Survey Design

SPECIAL ISSUES IN JOURNALS (GUEST EDITOR)

Tyack, L., Khorramdel, L., von Davier, M. (2024). Using convolutional neural networks to automatically score eight TIMSS 2019 graphical response items. Computers and Education: Artificial Intelligence, Volume 6, 2024, 100249, ISSN 2666-920X. https://doi.org/10.1016/j.caeai.2024.100249

Köhler, C., Khorramdel, L., Pokropek, A. and Hartig, J. (2024), DIF Detection for Multiple Groups: Comparing Three-Level GLMMs and Multiple-Group IRT Models. Journal of Educational Measurement, 61, 325-344. https://doi.org/10.1111/jedm.12384

Anghel, E., Khorramdel, L. & von Davier, M. (2024) The use of process data in large-scale assessments: A literature review. Large-scale Assessment in Education, 12, 13. https://doi.org/10.1186/s40536-024-00202-1

Khorramdel, L., Pokropek, A., & van Rijn, P. (2020). Special issue “Establishing Comparability and Measurement Invariance in Large-Scale Assessments, Part II” in Psychological Test and Assessment Modeling, 62 (2). https://www.psychologie-aktuell.com/journale/psychological-test-and-assessment-modeling/currently-available/inhaltlesen/psychological-test-and-assessment-modeling-2020-2.html

Khorramdel, L., Pokropek, A., & van Rijn, P. (2020). Special issue “Establishing Comparability and Measurement Invariance in Large-Scale Assessments, Part I” in Psychological Test and Assessment Modeling, 62 (1). https://www.psychologie-aktuell.com/journale/psychological-test-and-assessment-modeling/currently-available/inhaltlesen/psychological-test-and-assessment-modeling-2020-1.html

Khorramdel, L., Jeon, M., & Wang, L. (2019). Special issue “Advances in Modeling Response styles and Related Phenomena” in the British Journal of Mathematical and Statistical Psychology, 72 (3). https://onlinelibrary.wiley.com/toc/20448317/current

BOOKS (EDITOR)

Khorramdel, L., von Davier, M., & Yamamoto, K. (Eds.) (2022, forthcoming). Innovative Computer-Based International Large-Scale Assessments – Foundations, Methodologies and Quality Assurance Procedures. Springer.

Kubinger, K. D., Frebort, M., Khorramdel, L., & Weitensfelder, L. (Eds.) (2012). Self-Assessment: Theorie und Konzepte [Self-Assessments: Theory and Conceptions]. Pabst Science Publishers.

JOURNAL ARTICLES

Yin, L., Von Davier, M., Khorramdel, L., Jung, J.Y., Foy, P. (2023). Concordance for Large-Scale Assessments. In: Wiberg, M., Molenaar, D., González, J., Kim, JS., Hwang, H. (eds) Quantitative Psychology. IMPS 2022. Springer Proceedings in Mathematics & Statistics, vol 422. Springer, Cham. https://doi.org/10.1007/978-3-031-27781-8_2

Pokropek, A., Khorramdel, L., & von Davier, M. (2023). Detecting and Differentiating Extreme and Midpoint Response Styles in Rating Scales: Simulation Study and Empirical Evidence. Psychological Test and Assessment Modeling, 65, 220-258. https://www.psychologie-aktuell.com/fileadmin/Redaktion/Journale/ptam_2023-2/PTAM__2-2023_3_kor_2te.pdf

Ulitzsch, E., Pohl, S., Khorramdel, L., Kroehne, U., & von Davier, M. (2023). Using Response Times for Joint Modeling of Careless Responding and Attentive Response Styles. Journal of Educational and Behavioral Statistics, XX, 1-34. https://doi.org/10.3102/10769986231173607

von Davier, M., Tyack, L., Khorramdel, L. (2022). Scoring graphical responses in TIMSS 2019 using artificial neural networks. Educational and Psychological Measurement, May 2022. https://doi.org/10.1177/00131644221098021

Lee, S. S., Khorramdel, L., & Yamamoto, K. (2022). An Apple in These Countries is an Orange in Those: Differential Item Functioning of Items in the PISA 2018 Home Possessions Scale. Psychological Test and Assessment Modeling, 64, 158-185. https://www.psychologie-aktuell.com/fileadmin/Redaktion/Journale/ptam_2022-2/PTAM_2022-2_4.pdf

Reynolds, K., Khorramdel, L., & von Davier, M. (2022). Can Students’ Attitudes Towards Mathematics and Science Be Compared Across Countries? Evidence from Measurement Invariance Modelling in TIMSS 2019. Studies in Educational Evaluation, 74 (2022), 101169. https://doi.org/10.1016/j.stueduc.2022.101169.

Ulitzsch, E., Pohl, S., Khorramdel, L., Kroehne, U., & von Davier, M. (2021). A Response Time Based Latent Response Mixture Model for Identifying and Modeling Careless and Insufficient Effort Responding in Survey Data. Psychometrika. https://doi.org/10.1007/s11336-021-09817-7

Shin, H. J., Yamamoto, K., Khorramdel, L., & Robin, F. (2021). Increasing measurement precision of PISA through a multistage adaptive testing. In Wiberg, M., González, J., Molenaar, D., Böckenholt, U., & Kim, S-J. (Eds.). Quantitative Psychology. 85th Annual Meeting of the Psychometric Society, Virtual, 2020, New York: Springer.

Joo, S.-H., Khorramdel, L., Yamamoto, K., Shin, H. J., & Robin, F. (2020). Evaluating Item Fit Statistic Thresholds in PISA: Analysis of Cross-Country Comparability of Cognitive Items. Educational Measurement: Issues and Practice, 0, 1-12. https://doi.org/10.1111/emip.12404

König, C., Khorramdel, L., Yamamoto, K., & Frey, A. (2020). The Benefits of Fixed Item Parameter Calibration for Parameter Accuracy in Small Sample Situations in Large-Scale Assessments. Educational Measurement: Issues and Practice, 0, 1-12. https://doi.org/10.1111/emip.12381

Khorramdel, L., Pokropek, A., & van Rijn, P. (2020). Editorial – Special Topic Part II: Establishing Comparability and Measurement Invariance in Large-Scale Assessments, Part II – Old Qhestions, New Challenges and Possible Solutions. Psychological Test and Assessment Modeling, 62, 139-145. https://www.psychologie-aktuell.com/fileadmin/Redaktion/Journale/ptam-2020-2/00_Editorial_Khorramdel.pdf

Khorramdel, L., Pokropek, A., Joo, S.-H., Kirsch, I., & Halderman, L. (2020). Examining Gender DIF and Gender Differences in the PISA 2018 Reading Literacy Scale: A Partial Invariance Approach. Psychological Test and Assessment Modeling, 62, 179-231. https://www.psychologie-aktuell.com/fileadmin/Redaktion/Journale/ptam-2020-2/02_Khorramdel.pdf

Khorramdel, L., Pokropek, A., & van Rijn, P. (2020). Editorial – Special Topic, Part I: Establishing Comparability and Measurement Invariance in Large-Scale Assessments, Part I. Psychological Test and Assessment Modeling, 62, 3-10. https://www.psychologie-aktuell.com/fileadmin/Redaktion/Journale/ptam-2020-1/01_Khorramdel.pdf

Yamamoto, K., Shin, H. J., & Khorramdel, L. (2019). Introduction of Multistage Adaptive Testing Design in PISA 2018. OECD Working Paper. https://dx.doi.org/10.1787/b9435d4b-en

von Davier, M., Khorramdel, L., He, Q., Shin, H., & Chen, H. (2019). Developments in Psychometric Population Models for Technology-Based Large-Scale Assessments – An Overview of Challenges and Opportunities. Journal of Educational and Behavioral Statistics, 44, 671-705. https://doi.org/10.3102/1076998619881789

Khorramdel, L., Jeon, M., & Wang, L. (2019). Editorial: Advances in Modeling Response styles and Related Phenomena. British Journal of Mathematical and Statistical Psychology, 72, 393-400. DOI:10.1111/bmsp.12190

Khorramdel, L., von Davier, M., & Pokropek, A. (2019). Combining Mixture Distribution and Multidimensional IRTree Models for the Measurement of Extreme Response Styles. British Journal of Mathematical and Statistical Psychology, 72, 538-559. DOI:https://doi.org/10.1111/bmsp.12179

von Davier, M., Yamamoto, K., Shin, H., Chen, H., Khorramdel, L., Weeks, J., Davis, S., Kong, N., & Kandathil, M. (2019). Evaluating Item Response Theory Linking and Model fit for Data from PISA 2000-2012. Assessment in Education: Principles, Policy & Practice, 26, 466-488. DOI: https://doi.org/10.1080/0969594X.2019.1586642

Yamamoto, K., Shin, H. J., & Khorramdel, L. (2018). Multistage Adaptive Testing Design in International Large-Scale Assessments. Educational Measurement: Issues and Practice, 37, 16-27. DOI: https://doi.org/10.1111/emip.12226

Yamamoto, K., Khorramdel, L., & Shin, H. J. (2018). Introducing multistage adaptive testing into international large-scale assessments designs using the example of PIAAC. Psychological Test and Assessment Modeling, 60, 347-368.

Von Davier, M., Shin, H., Khorramdel. L., & Stankov, L. (2017). The Effects of Vignette Scoring on Reliability and Validity. Applied Psychological Measurement, 42, 1-16. DOI: 10.1177/0146621617730389

Khorramdel, L., von Davier, M., Bertling, J. P., Roberts, R. D., & Kyllonen, P. C. (2017). Recent IRT approaches to test and correct for response styles in PISA background questionnaire data: A feasibility study. Psychological Test and Assessment Modeling, 59, 71-92.

Rikoon, S. H., Brenneman, M., Kim, L. E., Khorramdel, L., MacCann, C., Burrus, J., & Roberts, R. D. (2016). Facets of conscientiousness and their differential relationships with cognitive ability factors. Journal of Research in Personality, 61, 22-34. DOI: https://doi.org/10.1016/j.jrp.2016.01.002

Khorramdel, L. (2014). The influence of different rating scales on impression management in high stakes assessment. Psychological Test and Assessment Modeling, 56, 146-159.

Khorramdel, L., & von Davier, M. (2014). Measuring response styles across the Big Five: A multi-scale extension of an approach using multinomial processing trees. Multivariate Behavioral Research, 49, 161-177. DOI: https://doi.org/10.1080/00273171.2013.866536

Khorramdel, L., Kubinger, K. D., & Uitz, A. (2014). The influence of item order on intentional response distortion in the assessment of high potentials: assessing pilot applicants. International Journal of Psychology, 49, 131-139. DOI: https://doi.org/10.1002/ijop.12015

von Davier, M. & Khorramdel, L. (2013). Differentiating response styles and construct related responses: A new IRT approach using bifactor and second-order models. In: Millsap, R. E., van der Ark, L. A., Bolt, D.M., & Woods, C. M. (eds.), New Developments in Quantitative Psychology: Presentations from the 77^th Annual Psychometric Society Meeting (pp. 463-488), New York: Springer.

Kubinger, K. D., Frebort, M., Khorramdel, L., & Weitensfelder, L. (2013). Prinzipien und Verfahren der Self-Assessments vom “Wiener Autorenkollektiv Studienberatungstests”. Wirtschaftspsychologie, 13, 17-24.

Kubinger, K. D., Hohensinn, C., Hofer, S., Khorramdel, L., Frebort, M., Holocher-Ertl, S., Reif, M., & Sonnleitner, P. (2011). Designing the test booklets for Rasch Model calibration in a large scale assessment with reference to numerous moderator variables and several ability dimensions. Educational Research and Evaluation, 17, 483-495.

Hohensinn, C., Kubinger, K. D., Reif, M., Schleicher, E., & Khorramdel, L. (2011). Analysing item position effects due to test booklet design within large-scale assessment. Educational Research and Evaluation, 17, 497-509.

Kubinger, K. D., Deimann, P., Frebort, M., Hohensinn, C., Holocher-Ertl, S., Kastner-Koller, U., & Khorramdel, L. (2011). Aktuelle Anforderungen an Forschung, Lehre und Praxis der Psychologischen Diagnostik [Current Challenges of Psychological Assessment for Research, Teaching, and Practice]. Psychologie in Österreich [Psychology in Austria], 2, 95-101.

Khorramdel, L., & Kubinger, K. D. (2011). Objektive Persönlichkeitstests – Experimentalpsychologische Verhaltensdiagnostik [Objective Personality Tests – Experiment-Based Assessment of Behaviour]. Psychologie in Österreich [Psychology in Austria], 2, 118-123.

Khorramdel, L., & Frebort, M. (2011). Context effects on test performance: What about test order? European Journal of Psychological Assessment, 27, 103-110.

Khorramdel, L., & Kubinger, K. D. (2008). Psychologische Instrumente in der Personalauswahl: Chancen der experimentellen Verhaltensdiagnostik [Psychological measurements in personnel selection: Chances of experiment-based assessments of behaviour]. Personalmanager – Zeitschrift für Human Resources, 2008/4, 31-33.

Hohensinn, C., Kubinger, K. D., Reif, M., Holocher-Ertl, S., Khorramdel, L., & Frebort, M. (2008). Examining item-position effects in large-scale assessment using the Linear Logistic Test Model. Psychological Test and Assessment Modeling [formerly: Psychology Science Quarterly], 50, 391-402.

Kubinger, K. D., Frebort, M., Khorramdel, L., Weitensfelder, L., Sonnleitner, P., Hohensinn, C., Reif, M., Gruber K., & Holocher-Ertl, S. (2008) Large Scale Assessment at the Austrian Educational Standards: a Review. Testing International, 19, 15-16.

Kubinger, K. D., Frebort, M., Holocher-Ertl, S., Khorramdel, L., Sonnleitner, P., Weitensfelder, L., Hohensinn, C., & Reif, M. (2007). Large-Scale Assessment zu den Bildungsstandards in Österreich: Testkonzept, Testdurchführung und Ergebnisverwertung [Large-scale assessment at the Austrian educational standards: test concept, test implementation and application of the results]. Erziehung und Unterricht, 7-8, 588-599.

Khorramdel, L., & Kubinger, K. D. (2006). The Effect of Speediness on Personality Questionnaires: An Experiment on Applicants within a Job Recruiting Procedure. Psychological Test and Assessment Modeling [formerly: Psychology Science Quarterly], 48, 378-397.

BOOK CHAPTERS

Khorramdel, L., von Davier, M., Gonzalez, E., & Yamamoto K. (2020). Plausible Values: Principles of Item Response Theory and Multiple Imputations. In D. B. Maehler & B. Rammstedt (Eds.), Large-Scale Cognitive Assessment: Analysing PIAAC Data (pp. 27-47). New York: Springer, Cham. https://doi.org/10.1007/978-3-030-47515-4_3

Kirsch, I., Yamamoto, K., & Khorramdel, L. (2020). Design and Key Features of the PIAAC Survey of Adults. In D. B. Maehler & B. Rammstedt (Eds.), Large-Scale Cognitive Assessment: Analysing PIAAC Data (pp. 7-26). New York: Springer, Cham. https://doi.org/10.1007/978-3-030-47515-4_2

Khorramdel, L., Shin, H. & von Davier, M. (2019). GDM software mdltm including parallel EM algorithm. In M. von Davier & Y.-S. Lee (Eds.), Handbook of Psychometric Models for Cognitive Diagnosis (pp. 603-628). New York: Springer.

Khorramdel, L., von Davier, M., Gonzalez, E., & Yamamoto K.(2019, in press). Plausible Values – Principles of Item Response Theory and Multiple Imputations. In D. B. Maehler & B. Rammstedt (Eds.), Large-Scale Cognitive Assessment: Analysing PIAAC Data (pp. XX-XX). New York: Springer.

Kirsch, I., Yamamoto, K., & Khorramdel, L. (2019, in press). Design and Key Features of the PIAAC Survey of Adults. In D. B. Maehler & B. Rammstedt (Eds.), Large-Scale Cognitive Assessment: Analysing PIAAC Data (pp. XX-XX). New York: Springer.

Khorramdel, L., Shin, H. & von Davier, M. (2019, in press). GDM software mdltm including parallel EM algorithm. In M. von Davier & Y.-S. Lee (Eds.), Handbook of Psychometric Models for Cognitive Diagnosis (pp. XX-XX). New York: Springer.

Khorramdel, L. & von Davier, M. (2016). Item Response Theory as a Framework for Test Construction. In K. Schweizer & C. Distefano (Eds.), Principles and methods of test construction: standards and recent advancements (pp. 52-80), Göttingen: Hogrefe.

Weitensfelder, L., Undeutsch, N., Khorramdel, L., & Useini, C. (2012). Intrinsische Studienmotivaton: Interesse, Erwartungen und Selbstkonzept eigener Fähigkeiten [Intrinsic study motivation: Interest, expectation and self-concept of one’s own abilities]. In K. D. Kubinger, M. Frebort, L. Khorramdel, & L. Weitensfelder (Eds.). Self-Assessment: Theorie und Konzepte [Self-Assessments: Theory and Concepts] (pp. 119-142). Pabst Science Publishers.

Khorramdel, L., & Maurer, M. (2012). Das Wiener Studieneignungs-Persönlichkeitsinventar [The Viennese Study-Qualification Personality Inventory]. In K. D. Kubinger, M. Frebort, L. Khorramdel, & L. Weitensfelder (Eds.). Self-Assessment: Theorie und Konzepte [Self-Assessments: Theory and Concepts] (pp. 103-118). Pabst Science Publishers.

Khorramdel, L., Maurer, M., Frebort, M., & Kubinger, K. D. (2012). Ein Anforderungsprofil als Voraussetzung eines Self-Assessments zur Studienwahlberatung – am Beispiel „Architektur“ [A requirement profile as basis for a Self-Assessment for study selection guidance]. In K. D. Kubinger, M. Frebort, L. Khorramdel, & L. Weitensfelder (Eds.). Self-Assessment: Theorie und Konzepte [Self-Assessments: Theory and Concepts] (pp. 49-62). Pabst Science Publishers.

Frebort, M., & Khorramdel, L. (2010). Auswahl von Tierpflegerschülern – der Jahrgang 2009/10 [Selection of zookeeper students 2009/10]. In K. D. Kubinger & T. M. Ortner (Eds.). Psychologische Diagnostik in Fallbeispielen (pp.287-305). Göttingen: Hogrefe.

Khorramdel, L. (2010). Potenzialanalyse zur Führungskräfteentwicklung – Herr M., 25 Jahre [Analysis of potential regarding development of managers – Mr. M., 25 years]. In K. D. Kubinger & T. M. Ortner (Eds.). Psychologische Diagnostik in Fallbeispielen (pp. 317-330). Göttingen: Hogrefe.

TESTS - INSTRUMENTS

Khorramdel, L., & Frebort, M. (unpublished, all rights reserved for the AUVA). FAAR – Fragebogen zur Erfassung der persönlichen Achtsamkeit im Umgang mit alltäglichen Risiken [Questionnaire for measuring personal awareness in dealing with daily risks].

Khorramdel, L. (2014). WSP-2 – Wiener Studieneignungs-Persönlichkeitsinventar 2 [Viennese Study-Qualification Personality Inventory 2]. Mödling: Schuhfried GmbH.

Khorramdel, L., & Maurer, M. (2012). WSP – Wiener Studieneignungs-Persönlichkeitsinventar [Viennese Study-Qualification Personality Inventory]. Mödling: Schuhfried GmbH.

SCRIPTS FOR LECTURES

Khorramdel, L. & Frebort, M. (2011). Fragebogen- und Erhebungsinstrumentenkonstruktion [Questionnaire and Test Construction]. Skriptum zur Lehrveranstaltung. Betriebswirtschaft & Wirtschaftspsychologie Bachelor. Wien: FFH Gesellschaft zur Erhaltung und Durchführung von Fachhochschulstudiengängen m. b. H.

Frebort, M. & Khorramdel, L. (2011). Wirtschaftspsychologische Erhebungsinstrumente [Survey Instruments of Business Psychology]. Skriptum zur Lehrveranstaltung. Betriebswirtschaft & Wirtschaftspsychologie Bachelor. Wien: FFH Gesellschaft zur Erhaltung und Durchführung von Fachhochschulstudiengängen m. b. H.

SOFTWARE MANUAL

Shin, H. J., Khorramdel, L., Xu, X., & von Davier, M. (unpublished). Software manual for mdltm – A software for multidimensional discrete latent trait models.

UNPUBLISHED DISSERTATION AND MASTER THESIS

Khorramdel, L. (2010). Context effects in personnel selection: The influence of different contexts on the self-description in personality questionnaires as well as on test scores of cognitive ability tests and objective personality tests. Unpublished Dissertation (Advisor: Univ.-Prof. Dr. Mag. Klaus D. Kubinger), University of Vienna.

Khorramdel, L. (2004). Ein Experiment zur Verfälschbarkeit von Persönlichkeitsfragebogen: Bewerber in Selektionssituationen. [An experiment on the fakability of personality questionnaires: Applicants in selection situations]. Unpublished Master Thesis, (Advisor: Univ.-Prof. Dr. Mag. Klaus D. Kubinger), University of Vienna.

TECHNICAL REPORTS AND PROJECT REPORTS

Khorramdel, L., Yin, L., Foy, P., Jung, J. Y., Bezirhan, U., & von Davier, M. (2022). Analysis Report: Establising a Concordance between PASEC and TIMSS/PIRLS. UNESCO Institute for Statistics: Montréal. Ref: UIS/2022/LO/RR/09. https://timssandpirls.bc.edu/Rosetta-Stone-Reports/downloads/RS_PASEC_Tech_Report_UIS.pdf

Khorramdel, L., Yin, L., Foy, P., Jung, J. Y., Bezirhan, U., & von Davier, M. (2022). Analysis Report: Establising a Concordance between ERCE and TIMSS/PIRLS. UNESCO Institute for Statistics: Montréal. Ref: UIS/2022/LO/RR/09. https://timssandpirls.bc.edu/Rosetta-Stone-Reports/downloads/RS_ERCE_Tech_Report_UIS.pdf

Krenzke, T., VanDeKerckhove, W., Thornton, N., Diaz-Hoffmann, L., Hogan, J., Mohadjer, L., Li, L., Li, J., Yamamoto, K., Khorramdel, L., & Ali, U. (2019). U.S. Program for the International Assessment of Adult Competencies (PIAAC) 2012/2014/2017: Main Study, National Supplement, and PIAAC 2017 Technical Report (NCES2020-224). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved [date], from https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2020224.

Yamamoto, K., Khorramdel, L., von Davier, M., Ali, U. s., & Robin, F. (2019). Scaling PIAAC Cognitive Data: Technical Report of the Survey of Adult Skills (PIAAC), 3^rd edition, chapter 17, PIAAC, OECD Publishing. Retrieved from https://www.oecd.org/skills/piaac/publications/PIAAC_Technical_Report_2019.pdf

Yamamoto, K., Khorramdel, L., von Davier, M, & Ali, U. S. (2019). Scaling Outcomes: Technical Report of the Survey of Adult Skills (PIAAC), 3^rd edition, chapter 18, PIAAC, OECD Publishing. Retrieved from https://www.oecd.org/skills/piaac/publications/PIAAC_Technical_Report_2019.pdf

Yamamoto, K., Khorramdel, L., von Davier, M., & Lubaway, E. (2019). Proficiency Scale Construction: Technical Report of the Survey of Adult Skills (PIAAC), 3^rd edition, chapter 19, PIAAC, OECD Publishing. Retrieved from https://www.oecd.org/skills/piaac/publications/PIAAC_Technical_Report_2019.pdf

Khorramdel, L., Scheck, S., & Becker, F. (2012). Abschlussbericht: Fragebogen zur Einschätzung der persönlichen Achtsamkeit im Umgang mit alltäglichen Risiken (FAAR): Konzept, Entwicklung, testtheoretische Überprüfung [Final report: Questionnaire for measuring personal awareness in dealing with daily risks (FAAR): Concept, development, testtheoretical evaluation]. Berichtsreihe der Test- und Beratungsstelle. Wien: Fakultät für Psychologie, Universität Wien. 

Ztrivas, S., Weitensfelder, L., Khorramdel, L., Scheck, T., & Kubinger, K. D. (2012). Abschlussbericht: Instrument zur „Informellen Kompetenzmessung“ (IKM) im Vorfeld der Kompetenztests zu den Bildungsstandards in Österreich – Taskentwicklungsprozess und Erstellung der IKM-Versionen für Deutsch und Mathematik am Ende der 3. und 7. Schulstufe 2010-2012 [Final report: Instrument for the “informal measurement of competencies” (IKM) for the Educational Standards in Austria – task development and booklet design for German and Mathematics at the end of the 3. and 7. grade 2010-2012]. Berichtsreihe der Test- und Beratungsstelle. Wien: Fakultät für Psychologie, Universität Wien. 

Hofer, S., Hohensinn, C., Khorramdel, L., & Kubinger, K. D. (2009). Zwischenbericht: Instrument zur „Informellen Kompetenzmessung“ (IKM) im Vorfeld der Kompetenztests zu den Bildungsstandards in Österreich –Taskentwicklungsprozess und Erstellung der IKM-Versionen (Testformenerstellung) für Deutsch und Mathematik am Ende der 3. und 7. Schulstufe 2009-2010 [Progress report: Instrument for the “informal measurement of competencies” (IKM) for the Educational Standards in Austria – task development and booklet design for German and Mathematics at the end of the 3. and 7. grade 2009-2010]. Berichtsreihe der Test- und Beratungsstelle. Wien: Fakultät für Psychologie, Universität Wien. 

Kubinger, K. D., Khorramdel, L., Hohensinn, C., Sonnleitner, P., Schleicher, E., Reif, M., Yanagida, T., Weitensfelder, L., Frebort, M., Holocher-Ertl, S., & Gruber, K. (2009). Abschlussbericht: Standard-Tests zu den Bildungsstandards in Österreich – Itementwicklungsprozess und Testformenerstellung für Deutsch und Mathematik am Ende der 4. und 8. Schulstufe 2004-2008 [Final report: Standard-Tests for the Educational Standards in Austria – item development and booklet design for German and Mathematics at the end of the 4. and 8. grade 2004-2008]. Forschungsberichte der Test- und Beratungsstelle des Arbeitsbereich Psychologische Diagnostik, Heft 14. Wien: Fakultät für Psychologie, Universität Wien

Hohensinn, C., Yanagida, T., Kubinger, K.D., Reif, M., Sonnleitner, P., & Khorramdel, L. (2008): Forschungsbericht: Testtheoretische Analyse des Lese-Kompetenztests (4. Schulstufe) gemäß Bildungsstandards (Phase 3: 2008) [Technical report: Testtheoretical analysis of the Reading Competency Test (8. grade) for the Educational Standards (Stage 3: 2008)]. Forschungsberichte der Test- und Beratungsstelle des Arbeitsbereich Psychologische Diagnostik, Heft 13. Wien: Fakultät für Psychologie, Universität Wien. 

Hohensinn, C., Yanagida, T., Kubinger, K.D., Reif, M., Sonnleitner, P., & Khorramdel, L. (2008): Forschungsbericht: Testtheoretische Analyse des Lese-Kompetenztests (4. Schulstufe) gemäß Bildungsstandards (Phase 3: 2008) [Technical report: Testtheoretical analysis of the Reading Competency Test (8. grade) for the Educational Standards (Stage 3: 2008)]. Forschungsberichte der Test- und Beratungsstelle des Arbeitsbereich Psychologische Diagnostik, Heft 13. Wien: Fakultät für Psychologie, Universität Wien. 

Hohensinn, C., Schleicher, E., Reif, M., K., Kubinger, K.D., Yanagida, T., & Khorramdel, L. (2009): Forschungsbericht: Testtheoretische Analyse des Lese-Kompetenztests (8. Schulstufe) (Phase 3: 2008), des Sprachbewusstsein-Kompetenztests (8. Schulstufe) (Phase 1: 2008) sowie des Schreibtests (8. Schulstufe) (Phase 1: 2008) gemäß Bildungsstandard [Technical report: Testtheoretical analysis of the Reading Competency Test (8. grade) (Stage 3: 2008), the Language Consciousness Competency Test (8. grade) (Stage 1: 2008) and the Writing Test (8. grade) (Stage 1: 2008) for the Educational Standards]. Forschungsberichte der Test- und Beratungsstelle des Arbeitsbereich Psychologische Diagnostik, Heft 12. Wien: Fakultät für Psychologie, Universität Wien. 

Hohensinn, C., Reif, M., Kubinger, K.D., Sonnleitner, P., Khorramdel, L., & Frebort, M. (2008): Forschungsbericht: Testtheoretische Analyse des Lese-Kompetenztests (8. Schulstufe) gemäß Bildungsstandards (Phase 2: 2007) [Technical report: Testtheoretical analysis of the Reading Competency Test (8. grade) for the Educational Standards (Stage 2: 2007)]. Forschungsberichte der Test- und Beratungsstelle des Arbeitsbereich Psychologische Diagnostik, Heft 8. Wien: Fakultät für Psychologie, Universität Wien. 

Hohensinn, C., Reif, M., Kubinger, K.D., Sonnleitner, P., Khorramdel, L., & Frebort, M. (2007): Forschungsbericht: Testtheoretische Analyse des Lese-Kompetenztests (8. Schulstufe) gemäß Bildungsstandards (Phase 1: 2006) [Technical report: Testtheoretical analysis of the Reading Competency Test (8. grade) for the Educational Standards (Stage 1: 2006)]. Forschungsberichte der Test- und Beratungsstelle des Arbeitsbereich Psychologische Diagnostik, Heft 4. Wien: Fakultät für Psychologie, Universität Wien. 

Reif, M., Yanagida, T., Kubinger, K.D., Hohensinn, C., Schleicher, E., & Khorramdel, L. (2008): Forschungsbericht: Testtheoretische Analyse des Mathematik-Kompetenztests (4. Schulstufe) gemäß Bildungsstandards (Phase 3: 2008) [Technical report: Testtheoretical analysis of the Mathematics Competency Test (4. grade) for the Educational Standards (Stage 3: 2008)]. Forschungsberichte der Test- und Beratungsstelle des Arbeitsbereich Psychologische Diagnostik, Heft 10. Wien: Fakultät für Psychologie, Universität Wien. 

Hohensinn, C., Reif, M., Kubinger, K.D., Gruber, K., Khorramdel, L., & Frebort, M. (2007). Forschungsbericht: Testtheoretische Analyse des Mathematik-Kompetenztests (4. Schulstufe) gemäß Bildungsstandards (Phase 2: 2007) [Technical report: Testtheoretical analysis of the Mathematics Competency Test (4. grade) for the Educational Standards (Stage 2: 2007)]. Forschungsberichte der Test- und Beratungsstelle des Arbeitsbereichs Psychologische Diagnostik, Heft 7. Wien: Fakultät für Psychologie, Universität Wien.

Hohensinn, C., Reif, M., Kubinger, K.D., Khorramdel, L., & Frebort, M. (2007). Forschungsbericht: Testtheoretische Analyse des Mathematik-Kompetenztests (4. Schulstufe) gemäß Bildungsstandards (Phase 1: 2006) [Technical report: Testtheoretical analysis of the Mathematics Competency Test (4. grade) for the Educational Standards (Stage 1: 2006)]. Forschungsberichte der Test- und Beratungsstelle des Arbeitsbereich Psychologische Diagnostik, Heft 2. Wien: Fakultät für Psychologie, Universität Wien.  

Reif, M., Yanagida, T., Kubinger, K.D., Hohensinn, C., Sonnleitner, P., & Khorramdel, L. (2008). Forschungsbericht: Testtheoretische Analyse des Mathematik-Kompetenztests (8. Schulstufe) gemäß Bildungsstandards (Phase 4: 2008) [Technical report: Testtheoretical analysis of the Mathematics Competency Test (8. grade) for the Educational Standards (Stage 4: 2008)]. Forschungsberichte der Test- und Beratungsstelle des Arbeitsbereich Psychologische Diagnostik, Heft 11. Wien: Fakultät für Psychologie, Universität Wien.

Hohensinn, C., Reif, M., Kubinger, K.D., Khorramdel, L., Holocher-Ertl, S., Gruber, K., & Frebort, M. (2007). Forschungsbericht: Testtheoretische Analyse des Mathematik-Kompetenztests (8. Schulstufe) gemäß Bildungsstandards (Phase 3: 2007) [Technical report: Testtheoretical analysis of the Mathematics Competency Test (8. grade) for the Educational Standards (Stage 3: 2007)]. Forschungsberichte der Test- und Beratungsstelle des Arbeitsbereich Psychologische Diagnostik, Heft 6. Wien: Fakultät für Psychologie, Universität Wien.

Hohensinn, C., Reif, M., Holocher-Ertl, S., Kubinger, K.D., Khorramdel, L., & Frebort, M. (2008). Forschungsbericht: Testtheoretische Analyse des Mathematik-Kompetenztests (8. Schulstufe) gemäß Bildungsstandards (Phase 2: 2006) [Technical report: Testtheoretical analysis of the Mathematics Competency Test (8. grade) for the Educational Standards (Stage 2: 2006)]. Forschungsberichte der Test- und Beratungsstelle des Arbeitsbereich Psychologische Diagnostik, Heft 3. Wien: Fakultät für Psychologie, Universität Wien.

Reviewer

Reviewer for Journals: Advances and Applications in Statistical Science, Alberta Journal of Educational Research, British Journal of Mathematical and Statistical Psychology, EDUKACJA Quarterly, European Journal of Psychological Assessment, International Journal of Psychology, Journal of Educational Measurement, Journal of Educational Psychology, Large-scale Assessments in Education, Learning and Instruction, Multivariate Behavioral Research, Psychological Methods, Psychological Test and Assessment Modeling, Scandinavian Journal of Educational Research, Quantitative Psychology and Measurement (editorial reviewer)