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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)

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See detailDiscussant
Greiff, Samuel UL

Scientific Conference (2014, April)

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See detailNon-cognitive assessment and 21st century skills. A research agenda
Greiff, Samuel UL

Presentation (2014, March)

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See detailExploiting the Potential of Process Data in Complex Problem Solving Assessment
Greiff, Samuel UL; Müller, Jonas UL

Scientific Conference (2014, March)

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See detailKonstruktvalidierung von Komplexem Problemlösen mit Hilfe von und für Large-Scale Assessments
Wüstenberg, Sascha UL; Greiff, Samuel UL; Vainikainen, M.-P. et al

Scientific Conference (2014, March)

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See detailBenefits of computer-based assessment. Perspectives and examples
Greiff, Samuel UL; Rudolph, Julia UL

Presentation (2014, January)

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See detailCross-national gender differences in complex problem solving and their determinants.
Wüstenberg, Sascha UL; Greiff, Samuel UL; Molnár, Gyöngyvér et al

in Learning & Individual Differences (2014), 29

The present study examined cross-national gender differences in domain-general complex problem solving (CPS) and their determinants. A CPS test relying on the MicroDYN approach was applied to a sample of ... [more ▼]

The present study examined cross-national gender differences in domain-general complex problem solving (CPS) and their determinants. A CPS test relying on the MicroDYN approach was applied to a sample of 890 Hungarian and German high school students attending 8th to 11th grade. Results based on multi-group confirmatory factor analyses showed that measurement invariance of CPS was found across gender and nationality. Analyses of latent mean differences revealed that males outperformed females and German students outperformed Hungarian students. However, these results were caused by Hungarian females performing worse than all other groups. Further analyses of logfiles capturing process data of the interaction of participants with the task showed that Hungarian females less often used vary-one-thing-at-a-time strategy, which lead to considerably worse knowledge acquisition. Results imply that analyzing process data such as use of strategies is highly advisable to identify determinants of overall performance differences in CPS across groups of interest. [less ▲]

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See detailKomplexes Problemlösen im naturwissenschaftlichen Unterricht
Rudolph, Julia UL; Greiff, Samuel UL

Presentation (2014, January)

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See detailDie Rolle des Problemlösens in der empirischen Bildungsforschung des 21.Jahrhunderts
Greiff, Samuel UL

Scientific Conference (2014, January)

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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 (2014), Advance Online Publication

Recent advancements in the assessment of Complex Problem Solving (CPS) build on the use of homogenous tasks that enable the reliable estimation of CPS skills. The range of problems featured in established ... [more ▼]

Recent advancements in the assessment of Complex Problem Solving (CPS) build on the use of homogenous tasks that enable the reliable estimation of CPS skills. The range of problems featured in established instruments such as MicroDYN is consequently limited to a specific subset of homogeneous complex problems. This restriction is problematic when looking at domain-specific examples of complex problems, which feature characteristics absent from current assessment instruments (e.g., threshold states). We propose to utilize the formal framework of Finite State Automata (FSA) to extend the range of problems included in CPS assessment. An approach based on FSA, called MicroFIN, is presented, translated into specific tasks, and empirically investigated. We conducted an empirical study (N = 576), (1) inspecting the psychometric features of MicroFIN, (2) relating it to MicroDYN, and (3) investigating the relations to a measure of reasoning (i.e., CogAT). MicroFIN (1) exhibited adequate measurement characteristics and multitrait- multimethod models indicated (2) the convergence of latent dimensions measured with MicroDYN. Relations to reasoning (3) were moderate and comparable to the ones previously found for MicroDYN. Empirical results and corresponding explanations are discussed. More importantly, MicroFIN highlights the feasibility of expanding CPS assessment to a larger spectrum of complex problems. [less ▲]

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See detailThe systematic variation of task characteristics facilitates the understanding of task difficulty: A cognitive diagnostic modeling approach to complex problem solving
Greiff, Samuel UL; Krkovic, Katarina UL; Nagy, Gabriel

in Psychological Test and Assessment Modeling (2014), 56(1), 83-103

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 ... [more ▼]

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. [less ▲]

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See detailAnalysis of student’s problem solving behavior in PISA 2012
Greiff, Samuel UL

Scientific Conference (2014)

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See detailTeacher evaluation of student ability: what roles do teacher gender, student gender, and their interaction play?
Krkovic, Katarina UL; Greiff, Samuel UL; Kupiainen, Sirkku et al

in Educational Research (2014)

Background: Recent decades have been marked by an extensive movement to analyze bias in people’s thinking, especially in gender-related issues. Studies have addressed the question of gender bias in ... [more ▼]

Background: Recent decades have been marked by an extensive movement to analyze bias in people’s thinking, especially in gender-related issues. Studies have addressed the question of gender bias in classrooms on different levels—the use of gender in books, learning opportunities determined by students’ gender, or teachers’ gender preferences. Purpose: In this study, we aim to answer the question of whether and under which circumstances the interaction between teacher gender and student gender positively or negatively influences teachers’ evaluations of students’ performance, while controlling for objective measures of students’ performance. For instance, it could be possible that a teacher with the same gender as a student evaluates the student as better than opposite-gender students, independent of their objective performance. Sample: The sample consisted of n > 1,500 Finnish 6th grade students (Mage= 12.67) and their respective class teachers. Design and methods: Students completed several academic skills tests, including a mathematical thinking test, reading comprehension test, and scientific reasoning test. Furthermore, teachers provided their evaluation of each student, evaluating students’ performance in different school subjects and answering questions regarding their probability of academic success. To test whether the teacher-student gender interaction had an effect on the criterion variable, i.e. teachers’ evaluation of the students’ performance, multilevel analyses accounting for between- and within-class effects were applied. Thereby, the effect of students’ objective performance on teachers’ evaluation of the students and main effects of gender were controlled for as covariates. Results: The main results indicated that the interaction between student and teacher gender did not influence teachers’ evaluation of the students. However, regardless of their gender, teachers tended to evaluate girls as better than boys in first language performance (i.e. Finnish language) and potential for success in school. Teacher gender did not influence the evaluation. Conclusions: The results of the study suggest that the interaction between teacher and student gender is unlikely to be a source of possible bias in the evaluations of students in the Finnish educational system. [less ▲]

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See detailExplaining Complex Problem Solving with a set of non-curricular cognitive competence tasks and task interest in low-stakes assessment
Kupiainen, Sirkku; Vainikainen, M. P.; Hautamäki, Jarkko et al

Presentation (2014)

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See detailChallenges for education in a connected world. Inaugural to the special issue Digital learning, data rich environments, and computer-based assessment
Ifenthaler, D.; Adcock, A. B.; Erlandson, B. E. et al

in Technology, Knowledge and Learning (2014), 19

Detailed reference viewed: 138 (58 UL)