Esther Kaufmann

Esther Kaufmann, Ph.D.

Oberassistentin / Senior Teaching and Research Assistant

Phone: +41 44 634 27 72

Address: Freiestrasse 36, 8032 Zürich

Room number: FRE-G-21


Main research areas and interests

  • Competence modeling and measurement
  • Teachers judgment achievement
  • Meta-analysis
  • Internet science
  • Test development and evaluation
  • Evaluation research

Academic biography

I made a research visit for collaborative research with Professor David V. Budescu, Fordham University, New York City, US, from May to July 2017. This visit was funded by the Swiss National Science Foundation (SNSF).

Before joining the University of Zurich (Professorship for Theoretical and Empirical Studies of Educational Processes in Schools) in 2015 as a senior lecturer and researcher, I held academic posts in Switzerland (University of Zurich and ETH Zurich) and Germany (University of Konstanz and University of Mannheim). Former, I worked as a school psychologist in Switzerland.

Publication (selection)

  • Kaufmann, E., & Budescu, D. V. (accepted). Do teachers consider advice? On the acceptance of computerized expert models. Journal of Educational Measurement. doi:10.1111/jedm.12251
  • Kaufmann, E., & Wittmann, W. W. (2018). Underestimated Swiss STEM Potential? Bright Light on an International PISA Comparison. Cogent Education, Section Educational Assessment & Evaluation. 5:1443373. doi:10.1080/2331186X.2018.1443373
  • Schumann*, S., Kaufmann*, E., Eberle, F., Jüttler, A., & Ackermann, N. (2017). Being an economic-civic competent citizen? A technology-based assessment among commercial apprentices in Germany and Switzerland. Special Issue: Techology-based assessment of domain-specific work-related competences. Empirical Research in Vocational Education and Training (ERVET). 9(3). doi:10.1186/s40461-017-0056-1 *Shared first authorship.
  • Kaufmann, E., Reips, U.-D., & Maag Merki, K. (2016). Avoiding methodological biases in meta-analysis: Use of online versus offline Individual Participant Data (IPD) in educational psychology. Special Issue. Hotspots in Psychology 2016. Zeitschrift für Psychologie, 224, 157–167. doi:10.1027/2151-2604/a000251
  • Kaufmann, E., & Wittmann W. W. (2016). The success of linear bootstrapping models: Decision domain-, expertise-, and criterion-specific meta-analysis. PLoS ONE 11(6): e0157914. doi:10.1371/journal.pone.0157914
  • Athanasou, J. A., & Kaufmann, E. (2015). Probability of responding: A return to the original Brunswik. Psychological Thought, 8(1), 7–16. doi: 10.5964/psyct.v8i1.123
  • Kaufmann, E., Reips, U.-D., & Wittmann, W. W. (2013). A critical meta-analysis of Lens Model Studies in human judgment and decision-making. PLoS ONE 8(12): e83528. doi:10.1371/journal.pone.0083528
  • Athanasou, J. A., & Kaufmann, E. (2010). Analysing the expert judgment of a rehabilitation counsellor: A case study. Australian Journal of Rehabilitation Counselling, 16(2), 73–81. doi:10.1375/jrc.16.2.73
  • Kaufmann, E., & Athanasou, J. A. (2009). A meta-analysis of judgment achievement defined by the lens model equation. Swiss Journal of Psychology, 68(2), 99–112.
  • Kaufmann, E., Sjödahl, L., Athanasou, J. A., & Wittmann, W. W. (2008). To aggregate or not to aggregate? Subject areas on judgment achievement: A critical meta-analytic approach. International Journal of Psychology, 43(3/4), 498.
  • Kaufmann, E., Sjödahl, L., & Mutz, R. (2007). The idiographic approach in social judgment theory: A review of components of the lens model equation components. International Journal of Idiographic Science, 2.
  • Co-Editor: Brunswik Society Newsletter, since 2013. Link