<ul><li style="margin-bottom: 6.0pt; line-height: normal;" data-mce-style="margin-bottom: 6.0pt; line-height: normal;"><span lang="EN-US">Pohl, S., Suedkamp, a., Hardt, K. Carstensen, C. H., & Weinert, S. (2016).Testing Students with Special Educational Needs – Psychometric properties of test scores and associations with test taking behavior. <em>Frontiers in Psychology </em>7(154):1-14, DOI:10.3389/fpsyg.2016.00154</span></li><li style="margin-bottom: 6.0pt; line-height: normal;" data-mce-style="margin-bottom: 6.0pt; line-height: normal;">Nusser, L., Carstensen, C. H. & Artelt, C. (2015). Befragung von Schülerinnen und Schülern mit sonderpädagogischem Förderbedarf Lernen: Ergebnisse zur Messinvarianz. <em>Empirische Sonderpädagogik 7/2, S. 99-116.</em></li><li style="margin-bottom: 6.0pt; line-height: normal;" data-mce-style="margin-bottom: 6.0pt; line-height: normal;">Aßmann, C., Gaasch, C., Pohl, S., & Carstensen, C. H. (2015). <span lang="EN-US">Bayesian estimation in IRT models with missing values in background variables. </span><em>Psychological Test and Assessment Modeling</em>, <em>57,</em> 595-618.</li><li style="margin-bottom: 6.0pt; line-height: normal;" data-mce-style="margin-bottom: 6.0pt; line-height: normal;">Köhler, C., Pohl, S., & Carstensen, C. H. (2015). <span lang="EN-US">Investigating mechanisms for missing responses in competence tests. </span><em>Psychological Test and Assessment Modeling, 57,</em> 499-522.</li><li style="margin-bottom: 6.0pt; line-height: normal;" data-mce-style="margin-bottom: 6.0pt; line-height: normal;">Wetzel, E. & Carstensen, C. H. (2015). <span lang="EN-US">Multidimensional Modeling of Traits and Response Styles. </span><em>European Journal of Psychological Assessment</em> (DOI: 10.1027/1015-5759/a000291).</li><li style="margin-bottom: 6.0pt; line-height: normal;" data-mce-style="margin-bottom: 6.0pt; line-height: normal;">Köhler, C., Pohl, S. & Carstensen, C. H. (2014). <span lang="EN-US">Taking the missing propensity into account when estimating competence score - Evaluation of IRT models for non-ignorable omissions". <em>Educational and Psychological Measurement</em>. (<a href="http://epm.sagepub.com/content/early/2014/12/24/0013164414561785.abstract" target="external" data-mce-href="http://epm.sagepub.com/content/early/2014/12/24/0013164414561785.abstract">doi </a></span><a href="http://epm.sagepub.com/content/early/2014/12/24/0013164414561785.abstract" target="external" data-mce-href="http://epm.sagepub.com/content/early/2014/12/24/0013164414561785.abstract">10.1177/0013164414561785) </a><br data-mce-bogus="1"></li><li style="margin-bottom: 6.0pt; line-height: normal;" data-mce-style="margin-bottom: 6.0pt; line-height: normal;">Wetzel, E. & Carstensen, C.H. (2014). <span lang="EN-US">Reversed thresholds in partial credit models – A reason for collapsing categories? </span><em>Assessment</em>, Vol. 21 Nr. 6, 765-77. <a href="http://asm.sagepub.com/content/21/6/765.refs" target="external" data-mce-href="http://asm.sagepub.com/content/21/6/765.refs">(doi 10.1177/1073191114530775)</a><br data-mce-bogus="1"></li></ul><br>