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See detailAnd what’s new now? Recent developments in computer-based assessment.
Greiff, Samuel UL

Presentation (2014, September)

Detailed reference viewed: 25 (1 UL)
See detailGlobal best practices in the teaching of complex problem
Greiff, Samuel UL; Wüstenberg, Sascha UL; Martin, Romain UL

Presentation (2014, September)

Detailed reference viewed: 51 (2 UL)
See detailAssessment of collaborative problem solving. Issues we need to solve
Greiff, Samuel UL

Presentation (2014, September)

Detailed reference viewed: 36 (1 UL)
Peer Reviewed
See detailDeterminants of Individual Occupational Careers in the 21st Century – Why Complex Problem Solving Matters Beyond General Mental Ability
Mainert, Jakob UL; Kretzschmar, André UL; Müller, Jonas UL et al

Scientific Conference (2014, August 27)

The OECD (2010) views problem solving as essential for lifelong learning. Recently, the 2012 PISA cycle administered domain-general problems, which featured the complexity of the structure, dynamics and ... [more ▼]

The OECD (2010) views problem solving as essential for lifelong learning. Recently, the 2012 PISA cycle administered domain-general problems, which featured the complexity of the structure, dynamics and interconnections of variables, and intransparency of the situation. This emphasis on domain-general problems expresses a paradigmatic shift to lifelong learning. In an attempt towards an integrative process theory of CPS, Fischer, Greiff and Funke (2012) portray knowledge acquisition and knowledge application as the core processes of CPS, which are distinguishable from classical cognitive ability (Dörner, 1986). These core processes are assessed in research via innovative computer-based microworlds. These microworlds simulate complex problems, which share features with real world problems, require knowledge acquisition and knowledge application for a successful task completion and offer a wide range of tasks and approaches (Greiff, Holt, et al., 2013; Greiff, Fischer, et al., 2013). Initiatives looking for the facilitation of so-called 21st century skills (e.g., Griffin, McGaw, & Care, 2012; National Research Council, 2012a; OECD, 2013a, 2013b) strongly relate CPS to demands for professional development as resulting from shifts towards non-routine problem solving and communication tasks in the working lives of adults (e.g., successfully adapting towards IT-depending occupations; Autor, Levy, & Murnane, 2003). So far, the application of CPS in research and practice has mainly been restricted to primary and secondary education. Lifespan or educational research on the role of transversal cognitive skills such as CPS for learning later in life is scarce at best and adult education practice fails to fully tap into the requirements of a working reality (Smith & Reio, 2006), which is defined by uncertainties, contradictions, and dynamic changes. CPS is considered to be important for lifelong learning and occupational success, but underrepresented in research and practice. As a consequence, adult education’s mission to provide opportunities for career preparation (e.g., Gianakos, 1996) and intellectual growth (Perry, 1999) seem to be at risk. Hence, the research goals in this study are to (1) enlarge the understanding for determinants of occupational career indicators (e.g. lifelong learning efforts) and eventually (2) encourage the inclusion of CPS on the adult educational research and practice agenda. Our research goals are built on a rich research fundus of the impact of GMA on professional development (e.g., Schmidt & Hunter, 1998) and promising results on the predictive validity of CPS for academic achievement (e.g., Schweizer, Wüstenberg, & Greiff, 2013; Sonnleitner, Keller, Martin, & Brunner, 2013; Wüstenberg, Greiff, & Funke, 2012) and occupational performance (Abele et al., 2012; Danner et al., 2011). Hence, the targeted constructs are GMA, and CPS as a transversal cognitive skill in occupational careers and professional development. [less ▲]

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See detailHow gender influences performance assessment. Teacher-student gender interaction in focus.
Krkovic, Katarina UL; Greiff, Samuel UL; Kupiainen, Sirkku et al

Scientific Conference (2014, August)

Detailed reference viewed: 100 (1 UL)
Peer Reviewed
See detailNeed for cognition and complex problem solving
Rudolph, Julia UL; Hardt, Katinka UL; Strobel, Anja et al

Scientific Conference (2014, August)

Detailed reference viewed: 107 (4 UL)
See detailComputer-based assessment and recent research efforts
Greiff, Samuel UL

Scientific Conference (2014, July)

Detailed reference viewed: 29 (3 UL)
See detailProblemlösen als Schlüsselkompetenz im 21.Jahrhundert
Greiff, Samuel UL

Scientific Conference (2014, July)

Detailed reference viewed: 42 (1 UL)
See detailNeed for Cognition in Children and Adolescents: Correlates and Relations to Intelligence and School Performance.
Strobel, A.; Luong, C.; Greiff, Samuel UL et al

Scientific Conference (2014, July)

Detailed reference viewed: 96 (0 UL)
Peer Reviewed
See detailExploiting behavioral process data from computer-based testing
Goldhammer, Frank; Greiff, Samuel UL

Scientific Conference (2014, July)

Detailed reference viewed: 44 (3 UL)
See detailIntroduction on problem solving and empirical results on the use of strategies in complex problem solving tasks.
Wüstenberg, Sascha UL; Stadler, Matthias UL; Hautamäki, Jarkko et al

Scientific Conference (2014, April 30)

Detailed reference viewed: 68 (3 UL)
See detailCollaborative problem solving. Concept, assessment, and first results.
Krkovic, Katarina UL; Greiff, Samuel UL

Scientific Conference (2014, April 30)

Detailed reference viewed: 55 (0 UL)
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See detailThe Utility of Complex Problems in University Selection
Stadler, Matthias UL; Greiff, Samuel UL

Scientific Conference (2014, April 30)

Detailed reference viewed: 37 (1 UL)
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See detailThe role of strategy knowledge for the application of strategies in complex problem solving tasks
Wüstenberg, Sascha UL; Stadler, Matthias UL; Hautamäki, Jarkko et al

in Technology, Knowledge and Learning (2014), 19

Education in the twenty-first century must prepare students to meet the challenges of a dynamic and interconnected world. However, assessment of students’ skills tends to focus primarily on static tasks ... [more ▼]

Education in the twenty-first century must prepare students to meet the challenges of a dynamic and interconnected world. However, assessment of students’ skills tends to focus primarily on static tasks. Therefore, it is not known whether knowledge about successful strategies displayed on static tasks can be transferred to interactive and dynamic environments. This study investigated whether students’ knowledge of a certain strategy (i.e., vary-one-thing-at-a-time, VOTAT) that was assessed in a paper-and-pencilbased scientific reasoning task as well as their fluid intelligence and learning orientation would be sufficient to explain variance in the application of the VOTAT strategy in solving an interactive complex problem solving (CPS) task (i.e., CPS strategy). Furthermore, we analyzed whether CPS strategy mediated the relation between the predictors (i.e., scientific reasoning, learning orientation, fluid intelligence) and CPS performance. The sample consisted of N = 3,191 Finnish students attending the 6th and 9th grades. Results revealed that all predictors were significantly related to CPS strategy, but a substantial amount of variance in CPS strategy remained unexplained (DeltaR-Square = .583). Furthermore, CPS strategy mediated the relation between the predictors and CPS performance. Three implications are discussed: Different demands on the problem solver, knowledge transfer from static versus interactive tasks, or metastrategic knowledge may explain the unexplained variance in CPS strategy. Additionally, the results of our mediation analyses emphasize the importance of measuring strategies via logfiles to gain a deeper understanding of determinants of students’ CPS performance. Finally, fostering motivational factors such as students’ learning orientation yields small improvements in CPS performance. [less ▲]

Detailed reference viewed: 324 (64 UL)
See detailWhy 21st century children need to excel at problem solving
Greiff, Samuel UL; Müller, Jonas UL

Article for general public (2014)

Detailed reference viewed: 1149 (2 UL)
Peer Reviewed
See detailAssessment of Complex Problem Solving. What we know and what we don’t know
Greiff, Samuel UL; Wüstenberg, Sascha UL

Scientific Conference (2014, April)

Detailed reference viewed: 112 (2 UL)