Prof. Dr. Tobias Dörfler

Education

03/2007: PhD in Psychology (RWTH Aachen University, Germany)

11/2002: Diploma in Psychology (Leipzig University, Germany)

10/1997 - 12/2002: Studies in Psychology (Leipzig University, Germany)

Professional Positions

since 04/2012: Full Professor for Psychological Assessment at the University of Education Heidelberg

04/2006 - 03/2012: Assistant Professor at the Department of Educational Research (Bamberg University, Germany)

04/2004 - 03/2006: Research Scientist and PhD Student at the Department of Industrial and Organizational Psychology (RWTH Aachen University, Germany)

01/2003 - 03/2004: Research Scientist at the Department of Differential Psychology and Psychological Assessment (Leipzig University, Germany)

Current Research Projects

Dynamic Assessment of Reading Competence

Memberships

Deutsche Gesellschaft für Psychologie (DGPs): Fachgruppen Pädagogische Psychologie und Differentielle Psychologie, Persönlichkeitspsychologie und psychologische Diagnostik

European Association for Research on Learning and Instruction (EARLI)

International Association for Cognitive Education and Psychology (IACEP)

Propäd e.V. Bamberg

Selected Publications

Pfost, M., Dörfler, T. & Artelt, C. (in press, 2011). The development of reading competence of poor readers in comparison to their better classmates in a German elementary school sample. Journal of Research in Reading.

Robitzsch, A., Dörfler, T., Pfost, M. & Artelt, C. (2011). Die Bedeutung der Itemauswahl und der Modellwahl für die längsschnittliche Erfassung von Kompetenzen: Lesekompetenzentwicklung in der Primarstufe [Relevance of item selection and model selection for assessing the development of  competencies: The case of the development of reading competence of primary school students]. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 43(4), 213-227.

Pfost, M., Dörfler, T. & Artelt, C. (2010). Der Einfluss außerschulischen Lesens auf die Entwicklung der Lesekompetenz. Ergebnisse einer Längsschnittstudie am Übergang von der Grund- in die weiterführende Schule [The relation between extra-curricular reading behavior and reading competence: Results from a longitudinal study at the transition from primary to secondary school]. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 42(3), 167-176.

Dörfler, T., Golke, S. & Artelt, C. (2010). Dynamisches Testen der Lesekompetenz: Konzeption und erste Ergebnisse [Dynamic assessment of reading competence]. Zeitschrift für Pädagogik, 56(2), 154-164.

Dörfler, T. & Hornke, L.F. (2010). Test Taking Behavior and Extraversion: New Insights into the Nature of Item Response Latencies in Computer-based Intelligence Testing. Journal of Research in Personality, 44(1), 159-162.

Golke, S., Dörfler, T. & Artelt, C. (2009). Effects of Accuracy Feedback during a Text Comprehension Test. Educational and Child Psychology, 26(3), 30-39.

Dörfler, T., Golke, S. & Artelt, C. (2009). Dynamic Assessment of Reading Competence. Studies in Educational Evaluation, 35(2-3), 77-82.