Educational process mining: new possibilities for understanding students' problem-solving skills.

Autor/inn/en	Tóth, Krisztina; Rölke, Heiko; Goldhammer, Frank; Barkow, Ingo
Titel	Educational process mining: new possibilities for understanding students' problem-solving skills.
Quelle	Aus: Csapó, Ben (Hrsg.); Funke, Joachim (Hrsg.): The nature of problem solving. Using research to inspire 21st century learning. Paris: OECD (2017) S. 193-209Verfügbarkeit
Reihe	Educational research and innovation
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISBN	92-64-27389-1; 978-92-64-27389-4
Schlagwörter	Kompetenz; Problemlösen; Verhalten; Schüler; Interaktion; Schülerleistung; Computer; Datenanalyse; Datenbank; Visualisieren; Technologiebasiertes Testen; Leistungsmessung; Logdatei; Informationssystem
Abstract	The assessment of problem-solving skills heavily relies on computer-based assessment (CBA). In CBA, all student interactions with the assessment system are automatically stored. Using the accumulated data, the individual test-taking processes can be reproduced at any time. Going one step further, recorded processes can even be used to extend the problem-solving assessment itself: the test-taking process-related data gives us the opportunity to 1) examine human-computer interactions via traces left in the log file; 2) map students' response processes to find distinguishable problem-solving strategies; and 3) discover relationships between students' activities and task performance. This chapter describes how to extract process-related information from event logs, how to use these data in problem-solving assessments and describes methods which help discover novel, useful information based on individual problem-solving behaviour. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2018/1