Rate My Professor Ronny Scherer

Ronny Scherer is Professor of Educational Assessment and Measurement and Director of the Centre for Educational Measurement (CEMO) at the University of Oslo's Faculty of Educational Sciences, a position he assumed in 2025. He concurrently serves as Co-Director of the Centre for Research on Equality in Education (CREATE) since 2023. His career trajectory at the University of Oslo encompasses prior appointments as Professor of Educational Assessment and Data Analysis at the Institute for Educational Research (ILS) from 2018 to 2019, Senior Researcher at CEMO in 2018, and Postdoctoral Researcher at CEMO from 2014 to 2018. Earlier, he held a Postdoctoral Researcher position at Durham University in the UK and Humboldt-Universität zu Berlin in Germany in 2013, following his doctoral studies in Chemistry Education at Humboldt-Universität zu Berlin from 2008 to 2012.

Scherer's scholarly work emphasizes the interplay of measurement, assessment, and evaluation across research syntheses, complex sampling surveys, and educational equality. Key substantive foci include digital divides, equity and equality in education, and assessing complex cognitive abilities such as complex problem solving, adaptability, computational thinking, and executive functioning. His methodological expertise spans advanced meta-analytic approaches like cumulative, multivariate, multilevel, and spatial meta-analysis; meta-analytic structural equation modeling; machine learning-informed meta-analysis; multilevel structural equation modeling; and spatial analysis of data from international assessments including PISA, ICILS, TIMSS, PIRLS, PIAAC, and TALIS. Among his prolific outputs are highly cited papers such as 'The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in education' (2019), 'Profiling teachers' readiness for online teaching and learning in higher education: Who's ready?' (2021), 'Unpacking teachers’ intentions to integrate technology: A meta-analysis' (2019), and recent contributions like 'Unraveling gender disparities in teachers’ technological pedagogical and content knowledge: A large-scale meta-analytic review' (2026) and 'Teacher-Student Relationships and Student Outcomes: A Systematic Second-Order Meta-Analytic Review' (2025), amassing over 17,000 citations on Google Scholar and shaping advancements in educational psychometrics and large-scale assessment.