Dynamic problem solving: multiple-item testing based on minimally complex systems
Problem solving and thinking are important issues in contemporary research. With the advent of educational assessment, problem solving has been identified as a cross-curricular competence that plays an important role in educational and in occupational settings. Our research is connected to previous...
Gespeichert in:
| Hauptverfasser: | , |
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| Dokumenttyp: | Kapitel/Artikel |
| Sprache: | Englisch |
| Veröffentlicht: |
28 March 2017
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| In: |
Competence assessment in education
Year: 2017, Pages: 427-443 |
| DOI: | 10.1007/978-3-319-50030-0_25 |
| Online-Zugang: | Verlag, Pay-per-use, Volltext: http://dx.doi.org/10.1007/978-3-319-50030-0_25 Verlag, Pay-per-use, Volltext: http://link.springer.com/chapter/10.1007/978-3-319-50030-0_25 
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| Verfasserangaben: | Joachim Funke, Samuel Greiff |
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| 520 | |a Problem solving and thinking are important issues in contemporary research. With the advent of educational assessment, problem solving has been identified as a cross-curricular competence that plays an important role in educational and in occupational settings. Our research is connected to previous activities in the field of dynamic problem solving. On the basis of Dörner’s “Theory of Operative Intelligence”, we developed assessment instruments (called MicroDYN and MicroFIN) that allow for psychometrically acceptable measurements in the field of dynamic problem solving. MicroDYN is an approach based on linear structural equation systems and requires from the problem solver the identification of input-output connections in small dynamic systems with varying degrees of complexity. MicroFIN is an approach based on finite state automata and requires from the problem solver the identification of transitions of state in small simulated devices, within a variety of backgrounds. Besides developing of the test instruments, we checked the construct validity in relation to intelligence and working memory in a series of studies with pupils, students, and workers. Also, the internal relations between different facets of the global construct “dynamic problem solving” were analyzed. | ||
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| 650 | 4 | |a Dynamic decision making | |
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| 650 | 4 | |a Educational Psychology | |
| 650 | 4 | |a MicroDYN | |
| 650 | 4 | |a PISA 2012 | |
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