Personal
Born:	1963, Kellinghusen, Germany
Citizenship:	German
Education
2001:	Habilitation in Psychology (University of Potsdam)
1997:	Dissertation (Ph.D.) in Psychology (University of Kiel)
1991:	Diploma (M.A.) in Psychology (University of Kiel)
Academic Positions
2009 - :	Director at the Leibniz Institute for Science Education (IPN) and Full Professor of Educational Research at the University of Kiel
2004 - 2009:	Founding Director of the Institute for Educational Progress and Full Professor of Educational Research at Humboldt University, Berlin
2002 - 2004:	Full Professor of Educational Psychology at the University of Erlangen-Nuremberg
2001 - 2002:	Senior researcher at the Max Planck Institute for Human Development, Berlin
1996 - 2001:	Scientific researcher at the Max Planck Institute for Human Development, Berlin
1991 - 1996:	Ph.D. student at the Leibniz Institute for Science Education (IPN)

  Full list of publications (pdf file)

Harsch, C., Pant, H. A. & Köller, O. (Hrsg.). (2010). Calibrating standards-based assessment tasks for english as a first foreign language. Standard-setting procedures in Germany. Münster: Waxmann.

Köller, O. (2011). Improving pupils' mathematics and science skills in the 21st century. Public Service Review: European Science and Technolgy, 12, 104-105.

Köller, O., & Parchmann, I. (2012). Competencies: The German Notion of Learning Outcomes. In S. Bernholt, K. Neumann, & P. Nentwig (Eds.), Making It Tangible - Learning Outcomes in Science Education (pp. 165 - 185). Münster: Waxmann.

Marsh, H.W., Lüdtke, O., Nagengast, B., Trautwein, U. Morin, A. J. S. & Köller, O. (in press). Classroom climate and contextual effects: Conceptual and methodological issues in the evaluation of group-level effects. Educational Psychologist.

Möller, J., Pohlmann, B., Köller, O. & Marsh, H. W. (2009). A meta-analytic path analysis of the internal/external frame of reference model of academic achievement and academic self-concept. Review of Educational Research, 79, 1129 - 1176.

Möller, J., Retelsdorf, J., Köller, O. & Marsh, H. W. (2011). The reciprocal I/E model: An integration of models of relations between academic achievement and self-concept. American Educational Research Journal, 48, 1315 - 1346.

Neugebauer, B., Kampa, N. & Köller, O. (2011). How significant are test conditions? Cadmo, 19, 99 - 112.

Pant, H. A., Rupp, A. A., Tiffin-Richards, S. & Köller, O. (2009). Validity issues in standard-setting studies. Studies in Educational Evaluation, 15, 95 - 101.

Retelsdorf, J., Becker, M., Köller, O. & Möller, J. (in press). Reading development in a tracked school system: A longitudinal study over 3 years using propensity score matching. British Journal of Educational Psychology.

Retelsdorf, J., Köller, O. & Möller, J. (2011). On the effects of motivation on reading performance growth in secondary school. Learning and Instruction, 21, 550 - 559.

Saß, S., Wittwer, J., Senkbeil, M. & Köller, O. (in press): Pictures in test items: Effects on test difficulty and response time. Applied Cognitive Psychology.

Van den Heuvel-Panhuizen, M., Robitzsch, A., Treffers, A. & Köller, O. (2009). Large-scale assessment of change in student achievement: Dutch primary school students' results on written division in 1997 and 2004 as an example. Psychometrika, 74, 351-365.

Vock, M., Köller, O. & Nagy, G. (in press). Vocational interests of intellectually gifted and highly achieving young adults. British Journal of Educational Psychology.