Reference : The systematic variation of task characteristics facilitates the understanding of tas...
Scientific journals : Article
Social & behavioral sciences, psychology : Multidisciplinary, general & others
http://hdl.handle.net/10993/16434
The systematic variation of task characteristics facilitates the understanding of task difficulty: A cognitive diagnostic modeling approach to complex problem solving
English
Greiff, Samuel mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Krkovic, Katarina mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Nagy, Gabriel mailto []
2014
Psychological Test and Assessment Modeling
Pabst Science Publishers
56
1
p. 83-103
Yes (verified by ORBilu)
International
2190-0493
2190-0507
Lengerich
Germany
[en] Item response theory ; cignitice diagnostic modeling ; least square distance method ; complex problem solving ; task characteristics
[en] Since the 1960ies, when pioneering research on Item Response Theory (IRT) was published, considerable progress has been made with regard to the psychometrical quality of psychological assessment tools. One recent development building upon IRT is the introduction of Cognitive Diagnostic Modeling (CDM). The major goal of introducing CDM was to develop methods that allow
for examining which cognitive processes are involved when a person is working on a specific
assessment task. More precisely, CDM enables researchers to investigate whether assumed task
characteristics drive item difficulty and, thus, person ability parameters. This may – at least according to the assumption inherent in CDM - allow conclusions about cognitive processes involved in assessment tasks. In this study, out of the numerous CDMs available the Least Square Distance
Method (LSDM; Dimitrov, 2012) was applied to investigate psychometrical qualities of an assessment instrument measuring Complex Problem Solving (CPS) skills. For the purpose of the study, two task characteristics essential for mastering CPS tasks were identified ex-ante – degree of connectivity and presence of indirect effects by adding eigendynamics to the task. The study examined whether and how the two hypothesized task characteristics drive item difficulty of two CPS dimensions, knowledge acquisition and knowledge application. The sample consisted of 490 German high school students, who completed the computer-based CPS assessment instrument MicroDYN. The two task characteristics in MicroDYN items were varied systematically. Results obtained in LSDM indicated that the two hypothesized task characteristics, degree of connectivity and introducing indirect effects, drove item difficulty only for knowledge acquisition. Hence, other task characteristics that may determine item difficulty of knowledge application need to be investigated in future studies in order to provide a sound measurement of CPS.
Fonds National de la Recherche - FnR
Researchers ; Students
http://hdl.handle.net/10993/16434
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