Assessment and Theory in Complex Problem Solving - A Continuing Contradiction?

Greiff, Samuel

doi:10.5539/jedp.v2n1p49

Cited by 14 publications

(7 citation statements)

References 28 publications

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“…Afterwards, students were asked to reach given target values by controlling the variables. Thereby, MicroDYN allows the user to differentiate between the two CPS dimensions that were described theoretically (see CPS section): knowledge acquisition (ACQ) and knowledge application (APP; Greiff, 2012a).…”

Section: Methodsmentioning

confidence: 99%

The development of complex problem solving in adolescence: A latent growth curve analysis.

Frischkorn¹,

Greiff²,

Wüstenberg³

2014

Journal of Educational Psychology

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Complex problem solving (CPS) as a cross-curricular competence has recently attracted more attention in educational psychology as indicated by its implementation in international educational large-scale assessments such as the Programme for International Student Assessment. However, research on the development of CPS is scarce, and the few existing studies are cross-sectional. Therefore, the present study analyzed CPS development with longitudinal data on adolescent students collected over a period of 2 years. CPS development was estimated with latent growth curve models, and fluid reasoning, age, and sex served as predictors. CPS growth patterns were positive and linear and were positively related to fluid reasoning. Older students performed better on initial CPS but exhibited smaller increases (i.e., less development) in CPS performance. No meaningful sex differences in initial CPS or CPS develop ment were found except that boys showed slightly better initial performance on the CPS dimension knowledge application. These results present an important first step in the investigation of CPS development.

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Section: Methodsmentioning

confidence: 99%

The development of complex problem solving in adolescence: A latent growth curve analysis.

Frischkorn¹,

Greiff²,

Wüstenberg³

2014

Journal of Educational Psychology

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“…This interest has led to the decision to emphasize cross-curricular skills such as problem-solving in the PISA2012 international examinations, and collaborative problem-solving on the upcoming PISA2015 (Beller, 2011). There has been increasing research on assessing the complex behaviors demonstrated in crosscurricular skills with technology (Martin, 2008), and in modeling them for use in personalized learning technologies (Csapó, 1999;Greiff, 2012). One such skill that has received particular attention in recent years in the AIED community and throughout the learning sciences is how students seek and utilize help.…”

Section: Introductionmentioning

confidence: 99%

Towards Understanding How to Assess Help-Seeking Behavior Across Cultures

Ogan

Walker

Baker

et al. 2014

Int J Artif Intell Educ

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In recent years, there has been increasing interest in automatically assessing help seeking, the process of referring to resources outside of oneself to accomplish a task or solve a problem. Research in the United States has shown that specific helpseeking behaviors led to better learning within intelligent tutoring systems. However, intelligent tutors are used differently by students in different countries, raising the question of whether the same help-seeking behaviors are effective and desirable in different cultural settings. To investigate this question, models connecting help-seeking behaviors with learning were generated from datasets from students in three countriesCosta Rica, the Philippines, and the United States, as well as a combined dataset from all three sites. Each model was tested on data from the other countries. This study found that models of effective help seeking transfer to some degree between the United States and Philippines, but not between those countries and Costa Rica. Differences may be explained by variations in classroom practices between the sites; for example, greater collaboration observed in the Costa Rican site indicates that much help seeking occurred outside of the technology. Findings indicate that greater care should be taken when assuming that the models underlying AIED systems generalize across cultures and contexts.

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“…Therefore, in many countries problem solving is included into the curriculum as a skill. Accordingly, the problem cases, presented in schools, involve many real life situations they come across in their daily life (Greiff, 2012;Thomson, 2013). So students must be well-supported for the solution of problem.…”

Section: Resultsmentioning

confidence: 99%

PISA 2003 ve 2012 Problem Çözme Becerileri Sonuçlarının Türkiye Açısından İncelenmesi

2016

Sakarya University Journal of Education

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This study is aimed to review the results of problem solving skills test in PISA of Turkey in terms of gender, curriculum and types of school. The data was analyzed by the means of document analysis method in this study which has a qualitative descriptive research design. The reports published by OECD and MEB were used as data collection instruments, and also articles, master thesis and dissertations and reports, which have open access and are published in national and foreign literature in 2004-2014, were used to interpret in these data in the study. According to findings, Turkey has been located at the proficiency level 2 in both PISA 2003 and 2012 in terms of mathematical literacy, and moreover there is a difference between the score point and ranking of success but any development has been not seen on proficiency level. The findings in the study are evaluated according to gender, types of school and curriculum published in 1995 and 2004. According to the results of the study, both PISA 2003 and 2012 is seen to have difference in score and ranking, there is no difference at the proficiency levels. When the results is analyzed in terms of variables of the study, the most successful school type in PISA 2003 is science high school while the students from vocational high school are more successful in problem solving than the other field in PISA 2012. Male students have been more successful than female students in both PISA 2003 and 2012, but it has been showed that there is no a significant difference statistically between them.Keywords: PISA, problem solving skills, curriculum. Sakarya University Journal of Education 41makale, tez ve raporlar kullanılmıştır. Elde edilen verilere göre Türkiye'nin her iki yıla ait uygulama arasında alınan başarı puanı ve başarı sıralamasında pozitif yönde farklılık bulunmakla birlikte bulunduğu yeterlik düzeyi açısından herhangi bir değişiklik görülmemektedir. Araştırmada elde edilen bulgular cinsiyet, okul türü ve 1995 ve 2004 yılı eğitim programlarına göre değerlendirilmiştir. Araştırmadan elde edilen sonuçlara göre her iki yıla ait uygulama arasında alınan başarı puanı ve başarı sıralamasında bir farklılık bulunmakla birlikte bulunduğu yeterlik düzeyi açısından herhangi bir değişiklik görülmemektedir. Araştırma değişkenleri açısından sonuçlar incelendiğinde, PISA 2003'te en fazla başarı gösteren okul türü fen liseleri olurken; PISA 2012 problem çözme becerileri sınav sonuçlarına göre diğer alanlara oranla meslek liselerinden katılan öğrencilerin bu alanda daha başarılı oldukları görülmüştür. PISA 2003 ve 2012'de problem çözme becerilerinde erkek öğrenciler kız öğrencilere göre daha başarılıdır, fakat aralarında istatistiksel açıdan anlamlı bir fark olmadığı görülmektedir.Anahtar kelimeler: PISA, problem çözme becerileri, eğitim programı.

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Assessment and Theory in Complex Problem Solving - A Continuing Contradiction?

Cited by 14 publications

References 28 publications

The development of complex problem solving in adolescence: A latent growth curve analysis.

The development of complex problem solving in adolescence: A latent growth curve analysis.

Towards Understanding How to Assess Help-Seeking Behavior Across Cultures

PISA 2003 ve 2012 Problem Çözme Becerileri Sonuçlarının Türkiye Açısından İncelenmesi

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