References of "Scherer, Ronny"
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See detailComplex problem solving and its position in the wider realm of the human intellect
Greiff, Samuel UL; Scherer, Ronny

in Journal of Intelligence (2018)

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See detailEditorial to the special issue current innovations in computer-based assessment.
Scherer, Ronny; Greiff, Samuel UL; Kirschner, Paul A.

in Computers in Human Behavior (2017), 76

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See detailCurrent innovations in computer-based assessment. Special issue.
Scherer, Ronny; Greiff, Samuel UL; Kirschner, Paul A.

in Computers in Human Behavior (2017)

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See detailIntelligence in action. Effective strategic behaviors while solving complex problems.
Lotz, Christin; Scherer, Ronny; Greiff, Samuel UL et al

in Intelligence (2017), 64

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See detailAdaptive problem solving : Moving towards a new assessment domain in the second cycle of PIAAC.
Greiff, Samuel UL; Scheiter, Katharina; Scherer, Ronny et al

in OECD Education Working Papers (2017)

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See detailCritical discussion of the special issue current innovations in computer-based assessment.
Greiff, Samuel UL; Scherer, Ronny; Kirschner, Paul A.

in Computers in Human Behavior (2017), 76

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See detailCrossing the borders of domains. The role of complex problem solving for student learning
Scherer, Ronny; Greiff, Samuel UL

Scientific Conference (2016, November 08)

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See detailUnderstanding students' performance in a computer-based assessment of complex problem solving. An analysis of behavioral data from computer-generated log files.
Greiff, Samuel UL; Niepel, Christoph UL; Scherer, Ronny et al

in Computers in Human Behavior (2016), 61

Computer-based assessments of complex problem solving (CPS) that have been used in international large-scale surveys require students to engage in an in-depth interaction with the problem environment. In ... [more ▼]

Computer-based assessments of complex problem solving (CPS) that have been used in international large-scale surveys require students to engage in an in-depth interaction with the problem environment. In this, they evoke manifest sequences of overt behavior that are stored in computer-generated logfiles. In the present study, we explored the relation between several overt behaviors, which N=1476 Finnish ninth-grade students (mean age=15.23,SD=.47 years) exhibited when exploring a CPS environment, and their CPS performance. We used the MicroDYN approach to measure CPS and inspected students' behaviors through log-file analyses. Results indicated that students who occasionally observed the problem environment in a noninterfering way in addition to actively exploring it (noninterfering observation) showed better CPS performance, whereas students who showed a high frequency of (potentially unplanned) interventions (intervention frequency) exhibited worse CPS performance. Additionally, both too much and too little time spent on a CPS task (time on task) was associated with poor CPS performance. The observed effects held after controlling for students' use of an exploration strategy that required a sequence of multiple interventions (VOTAT strategy) indicating that these behaviors exhibited incremental effects on CPS performance beyond the use of VOTAT. [less ▲]

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See detailLinking speed and ability in technology-based assessment of complex problem solving
Scherer, Ronny; Greiff, Samuel UL; Hautamäki, J.

Scientific Conference (2015, April)

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See detailExploring the relation between speed and ability in complex problem solving
Scherer, Ronny; Greiff, Samuel UL; Hautamäki, J.

in Intelligence (2015), 48

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