Dynamic Problem Solving: A New Assessment Perspective

Autor/inn/en	Greiff, Samuel; Wustenberg, Sascha; Funke, Joachim
Titel	Dynamic Problem Solving: A New Assessment Perspective
Quelle	In: Applied Psychological Measurement, 36 (2012) 3, S.189-213 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0146-6216
DOI	10.1177/0146621612439620
Schlagwörter	Problem Solving; Tests; Measurement; Structural Equation Models; Test Reliability; Predictive Validity; Construct Validity; College Students; Computer Assisted Testing; Foreign Countries; West Germany + Suchen Sie Ihr Suchwort? Problemlösen; Examination; Prüfung; Examen; Messverfahren; Testreliabilität; Collegestudent; Ausland
Abstract	This article addresses two unsolved measurement issues in dynamic problem solving (DPS) research: (a) unsystematic construction of DPS tests making a comparison of results obtained in different studies difficult and (b) use of time-intensive single tasks leading to severe reliability problems. To solve these issues, the MicroDYN approach is presented, which combines (a) the formal framework of linear structural equation models as a systematic way to construct tasks with (b) multiple and independent tasks to increase reliability. Results indicated that the assumed measurement model that comprised three dimensions, "information retrieval," "model building," and "forecasting," fitted the data well (n = 114 students) and could be replicated in another sample (n = 140), showing excellent reliability estimates for all dimensions. Predictive validity of school grades was excellent for "model building" but nonexistent for the other two MicroDYN dimensions and for an additional measure of DPS. Implications are discussed. (Contains 4 figures, 6 tables, and 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10