1. Abele, S., Deutscher, V., Nickolaus, R., Rausch, A., Seeber, S., Sembill, D., Seifried, J., Walker, F., Weyland, U., Winther, E., Wittmann, E., & Wuttke, E. (2021). Potenziale technologiebasierter Kompetenztests der ASCOT-Initiative aus der Perspektive der Curriculum-Instruction-Assessment-Triade. In K. Beck & F. Oser (Hrsg.), Resultate und Probleme der Berufsbildungsforschung (S. 13–40). wbv Media.
2. Gulikers, J. T. M., Bastiaens, T. J., & Kirschner, P. A. (2004). A five-dimensional framework for authentic assessment. Educational Technology Research and Development, 52(3), 67–86.
3. Jonsson, A., & Svingby, G. (2007). The use of scoring rubrics: Reliability, validity and educational consequences. Educational Research Review, 2(2), 130–144. https://doi.org/10.1016/j.edurev.2007.05.002
4. Kane, M., Crooks, T., & Cohen, A. (1999). Validating measures of performance. Educational Measurement: Issues and Practice, 18(2), 5–17. https://doi.org/10.1111/j.1745-3992.1999.tb00010.x
5. Mayer, C., Ludwig, S., & Brandt, S. (2022). Prompt essay classifications with transformer models! An exemplary introduction to prompt-based learning with large language models. Journal of Research on Technology in Education, 55(1), 125–141.