Publications
(2002-2026)
The list comprises only those publications that relate directly to the onSET or to German-language C-tests within the immediate context of the onSET.
Arras, U., Eckes, T. & Grotjahn, R. (2002). C-Tests im Rahmen des "Test Deutsch als Fremdsprache" (TestDaF): Erste Forschungsergebnisse. In R. Grotjahn (Hrsg.), Der C-Test: Theoretische Grundlagen und praktische Anwendungen (Bd. 4, S. 175–209). Bochum: AKS-Verlag.
Beinborn, L., Zesch, T. & Gurevych, I. (2014). Predicting the difficulty of language proficiency tests. Transactions of the Association for Computational Linguistics, 2, 517–529.
Beinborn, L., Zesch, T. & Gurevych, I. (2015). Candidate evaluation strategies for improved difficulty prediction of language tests. In Proceedings of the 10th Workshop on Innovative Use of NLP for Building Educational Applications (pp. 1–11). Denver, CO: Association for Computational Linguistics.
Eckes, T. (2006). Rasch-Modelle zur C-Test-Skalierung. In R. Grotjahn (Hrsg.), Der C-Test: Theorie, Empirie, Anwendungen/The C-test: Theory, empirical research, applications (S. 1–44). Frankfurt: Lang.
Eckes, T. (2007). Konstruktion und Analyse von C-Tests mit Ratingskalen-Rasch-Modellen. Diagnostica, 53, 68–82.
Eckes, T. (2010). Der Online-Einstufungstest Deutsch als Fremdsprache (onDaF): Theoretische Grundlagen, Konstruktion und Validierung. In R. Grotjahn (Hrsg.), Der C-Test: Beiträge aus der aktuellen Forschung / The C-test: Contributions from current research (S. 125–192). Frankfurt: Lang.
Eckes, T. (2010). Rasch models for C-tests: Closing the gap on modern psychometric theory. In A. Berndt & K. Kleppin (Hrsg.), Sprachlehrforschung: Theorie und Empirie - Festschrift für Rüdiger Grotjahn (S. 39– 49). Frankfurt: Lang.
Eckes, T. (2010). Standard-Setting bei C-Tests: Bestimmung von Kompetenzniveaus mit der Prototypgruppenmethode. Diagnostica, 56, 19–32.
Eckes, T. (2011). Item banking for C-tests: A polytomous Rasch modeling approach. Psychological Test and Assessment Modeling, 53, 414–439.
Eckes, T. (2012). Examinee-centered standard setting for large-scale assessments: The prototype group method. Psychological Test and Assessment Modeling, 54, 257–283.
Eckes, T. (2014). Die onDaF-TestDaF-Vergleichsstudie: Wie gut sagen Ergebnisse im onDaF Erfolg oder Misserfolg beim TestDaF vorher? In R. Grotjahn (Hrsg.), Der C-Test: Aktuelle Tendenzen/The C-test: Current trends (S. 137–162). Frankfurt: Lang.
Eckes, T. (2017). Setting cut scores on an EFL placement test using the prototype group method: A receiver operating characteristic (ROC) analysis. Language Testing, 34, 383–411.
Eckes, T. & Baghaei, P. (2015). Using testlet response theory to examine local dependence in C-tests. Applied Measurement in Education, 28, 85-98.
Eckes, T. & Grotjahn, R. (2006). A closer look at the construct validity of C-tests. Language Testing, 23, 290–325.
Eckes, T. & Grotjahn, R. (2006). C-Tests als Anker für TestDaF: Rasch-Analysen mit dem kontinuierlichen Ratingskalen-Modell. In R. Grotjahn (Hrsg.), Der C-Test: Theorie, Empirie, Anwendungen/The C-test: Theory, empirical research, applications (S. 167–193). Frankfurt: Lang.
Kaufmann, N. (2016). Die Vorhersage der Schwierigkeit deutscher C-Test-Texte: Untersuchungen am Beispiel des onDaF. Zeitschrift für Interkulturellen Fremdsprachenunterricht, 21(2), 111–126.
Timukova, A., Yazdanfar, O., & Drackert, A. (2026). So viele Lücken, so wenig Zeit: Die Rolle der Zeit im Konstrukt des deutschen C-Tests anhand der Analyse der Verarbeitungsprozesse. Zeitschrift für Interkulturellen Fremdsprachenunterricht, 31 (1)., 81–108.
Timukova, A., Möller, F., & Drackert, A. (2026). Different, or simply more difficult? The role of reduced time in the construct of computerised C-Tests in English and German. Studies in Language Assessment, Early View.
Timukova, A., & Drackert, A. (2026). Deconstructing the construct, one gap at a time: Knowledge and automaticity in canonical versus speeded C-Tests. Research Methods in Applied Linguistics, 5(3), 100345.
The project also developed several tools for the targeted assessment of various aspects of language competence and made them available for further academic use. The instruments include, amongst other things, tasks and materials relating to oral and written language processing, as well as grammar and spelling in German and English. They have been published in the University of York’s international IRIS Database, can be permanently referenced via DOI, and are available to researchers for further studies and replication.
Backed by research
onSET is grounded in research and proven in practice. Reviewed texts, trials with learners and psychometric analyses ensure fair, comparable results and reliable placement at CEFR levels.
g.a.s.t. Academy
The g.a.s.t. Academy offers practical workshops, webinars and tailored training for teachers of German as a foreign language and for those responsible for exams. Key topics include test development, assessment, e-learning and exam preparation.
Meet g.a.s.t. in person
Whether at E-ATP, FaDaF, Learning AID or ALTE, g.a.s.t. attends numerous conferences on language testing and international education. Come and meet us. We look forward to talking with you in person.
onSET is an online placement test for German and English based on the C-test format. In just 40 minutes, it provides a reliable assessment of language proficiency from A2 to C1 on the CEFR scale. Universities and language institutes use onSET for course placement, exam readiness, scholarship applications, and proof of language skills for professional purposes.
