About
Isa Steinmann is an Associate Professor at the Department of Primary and Secondary Teacher Education (GFU) at Oslo Metropolitan University. One strand of her research focuses on determining how education systems and schools affect student achievement and educational inequality outcomes. In this field, she enjoys applying methods that aim for causal inference from large-scale assessment data. Another strand of her research interests concerns how properties of international large-scale assessments are linked to their results and interact with the respondents.
Research groups
Research projects
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Challenging the design principle of mixed-worded questionnaire scales
The project focuses on the design principle of combining both positively and negatively worded items in questionnaire scales.
Publications and research
Scientific publications
Strello, Andrés; Strietholt, Rolf; Steinmann, Isa (2023). Mind The Gap... But Which Gap? The Distinctions Between Social Inequalities in Student Achievement. Social Indicators Research. https://doi.org/10.1007/s11205-023-03196-5
Steinmann, Isa; Rutkowski, Leslie
(2023).
The link between gender gaps in school enrollment and school achievement.
Comparative Education Review.
Vol. 67.
https://doi.org/10.1086/725395
Teig, Nani; Steinmann, Isa
(2023).
Leveraging large-scale assessments for effective and equitable school practices: the case of the nordic countries.
Large-scale Assessments in Education.
Vol. 11.
https://doi.org/10.1186/s40536-023-00172-w
Steinmann, Isa; Strietholt, Rolf; Rosén, Monica
(2023).
International Reading Gaps between Boys and Girls, 1970-2016.
32 p.
Comparative Education Review.
Vol. 67.
https://doi.org/10.1086/724089
Steinmann, Isa; Strello, Andrés; Strietholt, Rolf
(2023).
The effects of early between-school tracking on gender segregation and gender gaps in achievement: a differences-in-differences study.
School Effectiveness and School Improvement.
https://doi.org/10.1080/09243453.2023.2165510
Rosén, Monica; Steinmann, Isa; Wernersson, Inga
(2022).
Gender Differences in Achievement.
Nilsen, Trude; Stancel-Piątak, Agnes; Gustafsson, Jan-Eric (Ed.).
International Handbook of Comparative Large-Scale Studies in Education. p. 1351-1398.
Springer.
https://doi.org/10.1007/978-3-030-38298-8_46-1
Strello, Andrés; Strietholt, Rolf; Steinmann, Isa
(2022).
Does tracking increase segregation? International evidence on the effects of between-school tracking on social segregation across schools.
Research in Social Stratification and Mobility.
Vol. 78.
https://doi.org/10.1016/j.rssm.2022.100689
Steinmann, Isa; Olsen, Rolf Vegar
(2022).
Equal opportunities for all? Analyzing within-country variation in school effectiveness.
Large-scale Assessments in Education.
Vol. 10.
https://doi.org/10.1186/s40536-022-00120-0
Steinmann, Isa; Sanchez, Daniel; van Laar, Saskia; Braeken, Johan
(2021).
The impact of inconsistent responders to mixed-worded scales on inferences in international large-scale assessments.
Assessment in education: Principles, Policy & Practice.
https://doi.org/10.1080/0969594X.2021.2005302
Steinmann, Isa; Strietholt, Rolf; Braeken, Johan
(2021).
A Constrained Factor Mixture Analysis Model for Consistent and Inconsistent Respondents to Mixed-Worded Scales.
Psychological methods.
https://doi.org/10.1037/met0000392
