Ulrich Ludewig

Dr. Ulrich Ludewig

Center for Research on Education and School Development

Phone: 0231 / 755 - 6203

Vogelpothsweg 78 | Room 017

CV

Dr. Ulrich Ludewig joined the Institute for School Development Research (IFS) at TU Dortmund University as a postdoctoral researcher in October 2019. His academic journey began with studying psychology at the University of Koblenz-Landau as well as at the Université Grenoble Alpes in France and the California State University, Chico. Subsequently, he continued his research as a doctoral student at the LEAD (Learning, Educational Achievement and Life Course Development) Graduate School and obtained his PhD in Psychology from Eberhard Karls University of Tübingen in 2018.

Dr. Ludewig has been an active associate member of the research project "From Prediction to Agile Interventions in the Social Sciences" (FAIR) since October 2019. At the same time, he takes over the operational management of the project "IGLU-Transfer" as well as the methodological management of the project "IGLU". Furthermore, he is an associate member of the LEAD research network and a proud member of the TU Dortmund Young Academy.

Research Interests

School performance of students
Reading literacy and international large scale assessment
Digital media in school and classroom
Test development and difficulty generating task features

Publications

Selected Publications

Ludewig, U., Schwerter, J., McElvany, N. (2023). The features of plausible but incorrect options: Modeling distractor plausibility in multiple-choice vocabulary tests. Journal of Psychoeducational Assessment, 0(0), 1-21. https://doi.org/10.1177/07342829231167892

Ludewig, U., Hübner, N., & Schröder, S. (2022). Vocabulary, text coverage and the lexical threshold in elementary school reading comprehension assessment. Reading and Writing. https://doi.org/10.1007/s11145-022-10385-0

Ludewig, U., Alscher, P., Chen, X., & McElvany, N. (2022). What makes domain knowledge difficult? word usage frequency from subtlex and dlexdb explains knowledge item difficulty. Behavior Research Methods. https://doi.org/10.3758/s13428-022-01918-0

Ludewig, U., Kleinkorres, R., Schaufelberger, R., Schlitter, T., Lorenz, R., König, C., Frey, A., & McElvany, N. (2022). COVID-19 pandemic and student reading achievement – findings from a school panel study. Frontiers in Psychology. 13:876485 https://doi.org/10.3389/fpsyg.2022.876485

Ludewig, U., Trendtel, M., Schlitter, T., & McElvany, N. (2021). Adaptives Testen von Textverständnis in der Grundschule. Diagnostica. https://doi.org/10.1026/0012-1924/a000279

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