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Department of Educational Sciences and Psychology
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Dr. Ulrich Ludewig

Main research topics

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

Office hours

by appointment

Academic background

  • 2018: Dr. rer. nat. in Psychology, University Tübingen
  • 2015: M. A. in Interdisciplinary Studies, International Cognitive Visualization, Chico State University
  • 2014: Erasmus Semester, Université Grenoble Alpes
  • 2013: B. Sc. in Psychology, Universität Koblenz-Landau

Professional background

  • Since 10/2019: Senior researcher in the department, McElvany
  • 01/2019 - 07/2019: Data Analyst at Douglas GmbH, Düsseldorf
  • 10/2018 - 01/2019: Senior researcher, University Tübingen
  • 10/2015 - 10/2018: Doctoral candidate at the ‘LEAD’ (Learning, Educational Achievement, and Life Course Development) Graduate school and research network

Vita

Download CV Ulrich Ludewig

Further Information

Current Projects:

  • Progress In Reading Literacy Study (IGLU/PIRLS 2021), project duration: 01.03.2019 – 31.03.2023
  • Study on the development of political and social competence in adolescence (EPKO), project duration: since 01.07.2021
  • Analyzing Reading Skills - a Fair and Adaptive Approach (FALKE), project duration: since 01.04.2011

Past Projects:

  • Trends in International Mathematics and Science Study 2019 − Teilprojekt Unterrichtsqualität (TIMSS2019-UQ)
  • Learning and Assessment in the digital age (LL digital), project duration: 01.06.2019 – 30.11.2022
  • PIRLS-Tranfer, project duration: 01.08.2022 – 31.01.2023
  • Evaluation of Approaches and Methods of Multidisciplinary Reading Promotion in Primary Education (BiSS-EvalLesen), project duration: 01.08.2015 – 31.12.2018
  • 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
  • Ludewig, U., Trendtel, M., Weis, Z., Meurers, D., & McElvany, N. (2021, April). Reading Demands and Text Comprehension in 3rd and 4th Grade. In Ludewig, U. & McElvany, N., Text Comprehension: What We Know About the Dance Between Reader, Text, and Task in Reading Comprehension. Symposium Annual Meeting of the American Educational Research Association (AERA), on­line.
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