Sarah Bez

Research Interests

Data-based decision making

• Formative assessment/learning progress monitoring
• Data literacy
• Teacher dashboards

Reading Instruction

• Support of reading fluency and reading self-concept in elementary school
• Competencies of pre-service teachers for evidence-informed reading instruction
• AI-assisted assessment and support of reading fluency

Think-aloud

Publications

(selected)

Lunowa, E., Bez, S., Rosman, T., & Merk, S. (2026). Effects of graphical representations on teachers’ interpretation of learning progress data. A registered replication. Zeitschrift für Erziehungswissenschaft. https://doi.org/10.1007/s11618-026-01385-9

* Bez, S., Burkart, F., Tomasik, M. J., & Merk, S. (2025). How do teachers process technology-based formative assessment results in their daily practice? Results from process mining of think-aloud data. Learning and Instruction, 97, 102100. https://doi.org/10.1016/j.learninstruc.2025.102100 

* Paper awarded the Ernst Meumann Prize for outstanding research in the field of empirical pedagogy by the Working Group on Empirical Pedagogical Research (Arbeitsgruppe Empirische Pädagogische Forschung, AEPF)

Wurster, S., Bez, S., & Merk, S. (2023). Does learning how to use data mean being motivated to use it? Effects of a data use intervention on data literacy and motivational beliefs of pre-service teachers. Learning and Instruction, 88, 101806. https://doi.org/10.1016/j.learninstruc.2023.101806

Bez, S., Tomasik, M. J., & Merk, S. (2023). Data-based decision making in einer digitalen Welt: Data Literacy von Lehrpersonen als notwendige Voraussetzung. In K. Scheiter & I. Gogolin (Hrsg.), Bildung für eine digitale Zukunft (S. 339–362). Springer VS. https://doi.org/10.1007/978-3-658-37895-0_14

Bez, S., Poindl, S., Bohl, T., & Merk, S. (2021). Wie werden Rückmeldungen von Vergleichsarbeiten rezipiert? Ergebnisse zweier Think-Aloud-Studien. Zeitschrift für Pädagogik, 67(4), 551–572. https://doi.org/10.3262/ZP2104551