Prof. Dr. Cordula Artelt

Chair Holder

• Reading Skills and Text Comprehension with Multiple Documents 
• Digital and Data Related Competencies
• Metacognition and Self Regulated Learning
• Methods of large scale assessment
• Teacher judgements

Academic Background

2005: Habilitation: Venia legendi for Psychology and for Educational Research

1999: Doctoral Degree: Dr. phil. (Psychology), Potsdam University, Germany

1994: Diploma: Dipl. Psych., Freie Universit?t Berlin, Germany

Academic Positions

Since April 2019:
Full Professor and Chair of the Department Longitudinal Educational Research
University of Bamberg

Since February 2019:
Director of the Leibniz Institute for Educational Trajectories (LIfBi)

April 2017 to January 2019:
Head of Department 1 “Competencies, Personality, Learning environments” of the Leibniz Institute for Educational Trajectories (LIfBi)

December 2005 to March 2019:
Full Professor and Chair of the Department of Educational Research
University of Bamberg

September 1999 to November 2005:
Research Scientist at the Max-Planck-Institute for Human Development, Berlin (Prof. Dr. J. Baumert)

Winter Term 2004/2005:
Deputy Chair of Educational Psychology, University of Potsdam, Faculty of Human Sciences, Department of Psychology

July 1994 to June 1999:
Research Scientist at the University of Potsdam, Department of Education, Psychological Didactic (Prof. Dr. J. Lompscher)

Ongoing Research Projects:

• "DiSo-SGW: Digital Sovereignty as a Goal of Pioneering Teacher Education for Languages, Social Sciences, and Economics in the Digital World” (13 applicants, 2023-2025) [(01JA23S01B); funded by BMBF (German Federal Ministry of Education and Research)]
• “DataLiteracy: Long-Term Monitoring of Digital and Data-Related Competencies of the German Population" (Artelt/Wolter/von Maurice, 2021-2026) [01JS2101; funded by BMBF (German Federal Ministry of Education and Research)]
• “Digital Formative Assessment (DiFA) – Unfolding its Full Potential by Combining Psychometrics with Learning Analytics” (Goldhammer/Drachsler/Artelt/Horz, 2020-2024) [K286/2019; funded by Leibniz Association]
• “Multilevel Design Parameters and Effect Size Benchmarks for Students’ Competencies (MULTI-DES)”(Brunner/Lüdtke/Artelt, 2018-2023) [BR 4393; funded by DFG (German Research Foundation)]

Projects with completed funding:

• “MultiTex-Transfer: Process Based Diagnostics of Text Comprehension with Multiple Documents” (Schoor/Artelt/Kr?hne/Hahnel/Goldhammer, 2020-2022) [01PK19008C; funded by BMBF (German Federal Ministry of Education and Research)]
• “Identifying Risk and Protective Factors for the Development of Low Literacy and Numeracy among German Adults (GeLiNu)“ (Lechner, Rammstedt, Grotlüschen, Artelt, 2017-2020) [W143700C; funded by BMBF (German Federal Ministry of Education and Research)]
• “Cross-Sectional and Longitudinal Analyses on the Development of Reading Behaviour, Attitudes toward Reading and and Reading Competences (ELKE)“ (2019-2020) [PF 804/2-2; funded by DFG (German Research Foundation); without direct funding]
• “WegE: Pioneering Teacher Education (Wegweisende Lehrerbildung)“ as part of the joint initiative ?Qualit?tsoffensive Lehrerbildung“ of the Federal Government and the Federal States” (2016 - 2019) [01JA1615; funded by BMBF (German Federal Ministry of Education and Research)]
• “KulturLeBi: Culture in Teacher Education“. (5 applicants, 2017 – 2019) [01JK1602; funded by BMBF (German Federal Ministry of Education and Research)]
• "REAching young adults with low ACHievement in literacy (REACH)“(Artelt/Ro?bach; 2016-2020) [funded by BMBF (German Federal Ministry of Education and Research)]
• “MultiTex: Process-Based Diagnostics of Text Comprehension With Multiple Documents“ (Artelt/Schoor/Kr?hne/ Hahnel/Goldhammer, 2016 – 2019) [01PK15008A; funded by BMBF (German Federal Ministry of Education and Research)]
• “Educational Careers at the End of Secondary School from a Sociological and a Psychological Perspective: Longitudinal Analyses of the Effect of Social Origin, Interests, Personality Traits, and Competences on Educational Decisions and Educational Attainment (BiKSplus [8-18])“ (2013-2019) [AR 301/10-1; funded by DFG (German Research Foundation)]
• "Teacher Judgment Accuracy: How do Task- und Student Variables Interact? (DIOMPAS)" (20116-2019) in cooperation with University of Luxembourg – DFG/FNR Lead Agency Procedure  [AR 301/11-1; funded by DFG (German Research Foundation)]
• "Combined Effects of Training Musical Abilities and Phonological Awareness in Kindergarten Children with German as First and Second Language – Subproject Bamberg " (2012 – 2015) [01GJ1205B; funded by BMBF (German Federal Ministry of Education and Research)]
• "Prerequisites, Structure and Effects of Teachers' Diagnostic Competence" (DFG Research Group BiKS) (2007-2015) [AR 301/6-1, AR 301/6-2 and AR 301/6-3; funded by DFG (German Research Foundation)]
• "Metacognitve Knowledge and Domain-specific Prior Knowledge in Secondary School Age: Developmental Trajectory of the Relation between both Knowledge Components“ (DFG Priority Programme 1293)" (2007 – 2015) [AR 301/8-1, AR 301/8-2 and AR 301/8-3 funded by DFG (German Research Foundation)]
• “The Development of Student’s Competences and Interests in Primary and Secondary School“. (DFG Research Group BiKS) (2008 – 2013) [AR 301/9-1 and AR 301/9-2, funded by DFG (German Research Foundation)]
• "National Educational Panel Study (NEPS) (2008 – 2013)  [funded by BMBF (German Federal Ministry of Education and Research)]
• "Dynamic Testing of Reading Competence: Assessing and Fostering Reading Competence by Means of Feedback and (Meta-)cognitive Aids Using Technology-based Assessments.“ (DFG-Priority Programme 1293) (2007 – 2011) [AR 301/7-1 and AR 301/7-2, funded by DFG (German Research Foundation)]
• "Short- and Long-term Effects of Training Phonological Awareness in Native and Non-native German Speaking Kindergarten Children – Subproject Bamberg (2009-2012) [01GJ0973, funded by BMBF (German Federal Ministry of Education and Research)]