References of "Greiff, Samuel 50001890"
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See detailKurzskala zur Messung konstruktivistischer Prozessmerkmale im Biologieunterricht
Basten, M.; Greiff, Samuel UL; Marsch, S. et al

Scientific Conference (2015)

Detailed reference viewed: 44 (3 UL)
See detailAdult learning policies in Europe and their effectiveness. Invited panel discussion
Greiff, Samuel UL

Scientific Conference (2015)

Detailed reference viewed: 41 (0 UL)
See detailCurrent trends in computer-based assessment
Greiff, Samuel UL

Scientific Conference (2015)

Detailed reference viewed: 51 (2 UL)
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See detailIntelligenz und das Lösen komplexer Probleme
Becker, N.; Stadler, Matthias UL; Greiff, Samuel UL

in InMind (2015), 6

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See detailCOMPRO. Komplexer Problemlösetest
Greiff, Samuel UL; Wüstenberg, Sascha UL

Computer development (2015)

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See detailLinking complex problem solving to Innovation via opportunity competence
Baggen, Yvette; Mainert, Jakob UL; Neubert, Jonas UL et al

in International Journal of Lifelong Education (2015), 34

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See detailExtending the assessment of Complex Problem Solving to finite state automata. Embracing heterogeneity
Neubert, Jonas UL; Kretzschmar, André UL; Wüstenberg, Sascha UL et al

in European Journal of Psychological Assessment (2015), 31

Detailed reference viewed: 54 (2 UL)
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See detailComplex Problem Solving and intelligence. A meta-analysis
Stadler, Matthias UL; Becker, N.; Gödker, M. et al

in Intelligence (2015), 53

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See detailInnovative approaches to assessment
Greiff, Samuel UL

Scientific Conference (2015)

Detailed reference viewed: 36 (2 UL)
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See detailKurzskala zur Messung konstruktivistischer Prozessmerkmale im Biologieunterricht
Basten, Melanie; Greiff, Samuel UL; Marsch, Sabine et al

in Erkenntnisweg Biologiedidaktik (2015), 14

In biology education, constructivist learning environments are becoming increasingly important. However, there is no time-effective method for measuring characteristics of constructivist processes in ... [more ▼]

In biology education, constructivist learning environments are becoming increasingly important. However, there is no time-effective method for measuring characteristics of constructivist processes in biology classes. In this paper, a short questionnaire for the analysis of constructivist process characteristics according to REINMANN and MANDL (2006) based on a longer questionnaire (URHAHNE, MARSCH, WILD & KRÜGER, 2011) will be presented. Items for the short version were selected using content criteria. The instrument covers the features active, self-regulated, emotional, situational, social, and constructive with six subscales and two or three items each. In two studies with 288 students aged 11.9 years and 119 students aged 16.2 years, the measurement reliability and validity is demonstrated by probabilistic and classical test methods. Confirmatory factor analyses show that a sixfactor model is superior to alternative models. Rasch analyses also reveal that the individual scales each represent one facet of a construct and that the scaling on all scales proves to be equidistant. A comparison of the results of the short scale with those of the long version documents adequate construct equivalence. The short questionnaire thus proves to be a reliable and time-effective means for assessing constructivist process characteristics in biology classes. [less ▲]

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See detailAssessing analytic and interactive aspects of problem solving competency
Fischer, A.; Greiff, Samuel UL; Wüstenberg, Sascha UL et al

in Learning & Individual Differences (2015), 39

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See detailComplex problem solving. Facilitating the utilization of a concept towards lifelong education. Special Issue
Greiff, Samuel UL; Neubert, Jonas UL; Niepel, Christoph UL et al

in International Journal of Lifelong Education (2015), 4

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See detailThe Assessment of 21st Century Skills in Industrial and Organizational Psychology: Complex and Collaborative Problem Solving
Neubert, Jonas UL; Mainert, Jakob UL; Kretzschmar, André UL et al

in Industrial and Organizational Psychology (2015), 8(2), 1-31

In the current paper, we highlight why and how industrial and organizational psychology can take advantage of research on 21st century skills and their assessment. We present vital theoretical ... [more ▼]

In the current paper, we highlight why and how industrial and organizational psychology can take advantage of research on 21st century skills and their assessment. We present vital theoretical perspectives, a suitable framework for assessment, and exemplary instruments with a focus on advances in the assessment of Human Capital. Specifically, Complex Problem Solving (CPS) and Collaborative Problem Solving (ColPS) are two transversal skills (i.e., skills that span multiple domains) that are generally considered critical in the 21st century workplace. The assessment of these skills in education has linked fundamental research with practical applicability and has provided a useful template for workplace assessment. Both CPS and ColPS capture the interaction of individuals with problems that require the active acquisition and application of knowledge in individual or group settings. To ignite a discussion in industrial and organizational psychology, we discuss advances in the assessment of CPS and ColPS and propose ways to move beyond the current state of the art in assessing job-related skills. [less ▲]

Detailed reference viewed: 381 (69 UL)