Reference : Assessment and theory in Complex Problem Solving. A continuing contradiction?
Scientific journals : Article
Social & behavioral sciences, psychology : Theoretical & cognitive psychology
http://hdl.handle.net/10993/3185
Assessment and theory in Complex Problem Solving. A continuing contradiction?
English
Greiff, Samuel mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Educational Measurement and Applied Cognitive Science (EMACS) >]
2012
Journal of Educational and Developmental Psychology
Canadian Center of Science and Education
2
49-56
Yes (verified by ORBilu)
1927-0526
1927-0534
Toronto
Canada
[en] Complex problem solving ; Assessment ; Action theories ; Functionalist theories ; Test development
[en] Complex Problem Solving (CPS) describes skills frequently needed in everyday life such as the use of new technological devices. Therefore, CPS skills constitute an increasingly important individual ability that needs theoretically embedded, reliable and validated measurement devices. The present article shows that current tests do not sufficiently address the requirement of a theory-based assessment. An integrative approach, the Action Theoretical Problem Space Model by Rollett (2008), is introduced and used to demonstrate how a theoretical framework can influence and inform test development. Implications for the assessment of CPS and its potential
are discussed.
http://hdl.handle.net/10993/3185

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