Reference : Assessing Complex Problem Solving in the Classroom: Meeting Challenges and Opportunities
Parts of books : Contribution to collective works
Social & behavioral sciences, psychology : Education & instruction
http://hdl.handle.net/10993/13284
Assessing Complex Problem Solving in the Classroom: Meeting Challenges and Opportunities
English
Sonnleitner, Philipp mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Educational Measurement and Applied Cognitive Science (EMACS) >]
Keller, Ulrich mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Educational Measurement and Applied Cognitive Science (EMACS) >]
Martin, Romain mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Educational Measurement and Applied Cognitive Science (EMACS) >]
Latour, Thibaud []
Brunner, Martin []
In press
The Nature of Problem Solving
Csapó, Beno
Funke, Joachim
OECD
Yes
Paris
France
[en] complex problem solving ; usability ; educational assessment
[en] At the time when complex problem solving was established as a key aspect of today’s educational curricula and a central competence of international assessment frameworks like PISA, it became evident that the educational context places special demands on assessment instruments used for this purpose. In this chapter, we show how these challenges can successfully be addressed by reviewing recent advancements in the field of complex problem solving. We use the example of the Genetics Lab, a newly developed and psychometrically sound microworld which emphasizes usability and acceptance amongst students, to discuss challenges and opportunities of assessing complex problem solving in the classroom.
http://hdl.handle.net/10993/13284

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