References of "Greiff, Samuel 50001890"
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See detailProblem solving: current state of the art and what there is to come.
Greiff, Samuel UL; Wüstenberg, Sascha UL

Scientific Conference (2013, April 15)

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See detailThe development of Complex Problem Solving and its relation to reasoning, age and gender.
Frischkorn; Greiff, Samuel UL; Wüstenberg, Sascha UL

Scientific Conference (2013, April 15)

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See detailCurrent developments in Europe in the field of technical based assessment
Greiff, Samuel UL

Scientific Conference (2013, April 15)

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See detailComplex Problem Solving within the Lifelong Learning Project
Kretzschmar, André UL; Müller, Jonas UL; Wolff, Christian UL et al

Scientific Conference (2013, April)

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See detailBeyond Reasoning? Searching for the Construct of Complex Problem Solving
Wolff, Christian UL; Müller, Jonas UL; Kretzschmar, André UL et al

Scientific Conference (2013, April)

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See detailCurrent developments in large-scale assessments and computer-based testing
Greiff, Samuel UL

Presentation (2013, February 04)

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See detailHow to measure Collaborative Problem Solving
Greiff, Samuel UL

Presentation (2013, February 04)

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See detailTransversal skills and their importance in education and educational assessment
Greiff, Samuel UL

Presentation (2013, January 09)

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See detailMeasuring Complex Problem Solving: An educational application of psychological theories
Greiff, Samuel UL; Fischer, Andreas

in Journal for Educational Research Online = Journal für Bildungsforschung Online (2013), 5

Complex Problem Solving (CPS) is a central topic in modern educational contexts and has received increased interest in educational large-scale assessment studies such as the Programme for International ... [more ▼]

Complex Problem Solving (CPS) is a central topic in modern educational contexts and has received increased interest in educational large-scale assessment studies such as the Programme for International Student Assessment (PISA) and the Programme for the International Assessment of Adult Competencies (PIAAC). Measurement devices up to the present have suff ered from a lack of theoretical embedment and low reliability. This article reviews the most important theories of CPS that may be applied to the process of rational test construction. Specifi cally, the functionalist approach focusing on cognitive processes and the approach of action theory focusing on distinct phases are discussed in their relation to CPS and its assessment. As an example of how to develop a reliable and valid measurement device based on these theories, we propose the development of MicroDYN, which is the operationalization of CPS in PISA 2012. [less ▲]

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See detailInductive reasoning, domain specific and complex problem solving: relations and development
Molnár, Gyöngyvér; Greiff, Samuel UL; Csapó, Beno

in Thinking Skills and Creativity (2013), 9

This paper focuses on three different types of reasoning: domain-specific problem solving, complex (general) problem solving, and inductive reasoning. The objective of the study is to examine the ... [more ▼]

This paper focuses on three different types of reasoning: domain-specific problem solving, complex (general) problem solving, and inductive reasoning. The objective of the study is to examine the differences in the developmental levels of inductive reasoning, domainspecific problem solving, and complex problem solving between three age groups and to describe the relations between the three constructs. The sample was drawn from 3rd to 11th grade students (aged 9–17) in Hungarian primary and secondary schools. There were 300–400 students in each cohort. The internal consistencies of the tests were good: Chronbach ˛ varied between .72 and .95. Each of the skills showed a developmental tendency that could be identified with a logistic curve. In every area the pace of development proved to be relatively slow and the steepest change took place in Grade 7. The bivariate correlations between the three constructs were moderate ranging from .35 to .44 signalling that they do not constitute the same construct. The strength of the relationships between inductive reasoning and complex problem solving proved to be the most stable over time. The correlations between domain-specific and complex problem solving showed an increasing trend over time indicating that the strategies used in different problem solving situations become more similar with age. This study provides evidence that inductive reasoning, domainspecific problem solving and complex problem solving are related but distinct constructs and these skills can be fostered most efficiently between Grades 6 and 8. [less ▲]

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See detailComplex Problem Solving in educational settings – something beyond g: Concept, assessment, measurement invariance, and construct validity
Greiff, Samuel UL; Wüstenberg, Sascha UL; Molnar, Gyöngyvér et al

in Journal of Educational Psychology (2013), 105

Innovative assessments of cross-curricular competencies such as complex problem solving (CPS) have currently received considerable attention in large-scale educational studies. This study investigated the ... [more ▼]

Innovative assessments of cross-curricular competencies such as complex problem solving (CPS) have currently received considerable attention in large-scale educational studies. This study investigated the nature of CPS by applying a state-of-the-art approach to assess CPS in high school. We analyzed whether two processes derived from cognitive psychology, knowledge acquisition and knowledge application, could be measured equally well across grades and how these processes differed between grades. Further, relations between CPS, general mental ability (g), academic achievement, and parental education were explored. Hungarian high school students in Grades 5 to 11 (N 855) completed MicroDYN, which is a computer-based CPS test, and the Culture Fair Test 20-R as a measure of g. Results based on structural equation models showed that empirical modeling of CPS was in line with theories from cognitive psychology such that the two dimensions identified above were found in all grades, and that there was some development of CPS in school, although the Grade 9 students deviated from the general pattern of development. Finally, path analysis showed that CPS was a relevant predictor of academic achievement over and above g. Overall, results of the current study provide support for an understanding of CPS as a cross-curricular skill that is accessible through computer-based assessment and that yields substantial relations to school performance. Thus, the increasing attention CPS has currently received on an international level seems warranted given its high relevance for educational psychologists. [less ▲]

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See detailComputer-based assessment of Complex Problem Solving: concept, implementation, and application
Greiff, Samuel UL; Wüstenberg, Sascha UL; Holt, Daniel et al

in Educational Technology Research & Development (2013), 61

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See detailValidity of the MicroDYN approach: Complex problem solving predicts school grades beyond working memory capacity
Schweizer, Fabian; Wüstenberg, Sascha UL; Greiff, Samuel UL

in Learning & Individual Differences (2013), 24

This study examines the validity of the complex problemsolving (CPS) test MicroDYN by investigating a) the relation between its dimensions – rule identification (exploration strategy), rule knowledge ... [more ▼]

This study examines the validity of the complex problemsolving (CPS) test MicroDYN by investigating a) the relation between its dimensions – rule identification (exploration strategy), rule knowledge (acquired knowledge), rule application (control performance) – and working memory capacity (WMC), and b) whether CPS predicts school grades in different domains beyond WMC. A sample of n=393 German high school students (age M=17.07, SD=1.12) completed the computer-based tests Memory Updating Numerical and the CPS scenario MicroDYN. Using structural equation modeling, WMC predicted rule knowledge and rule application, which remained substantially correlated after controlling forWMC. Rule knowledge predicted school grades in science and social studies beyondWMC, but not in language subjects. Explanations for the differential concurrent validity of CPS as well as prerequisites for valid CPS assessment are discussed. [less ▲]

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See detailPerspectives on problem solving in cognitive research and educational assessment: analytical, interactive, and collaborative problem solving
Greiff, Samuel UL; Holt, Daniel; Funke, Joachim

in Journal of Problem Solving (The) (2013), 5

Problem solving has received broad public interest as an important competency in modern societies. In educational large-scale assessments paper-pencil based analytical problem solving was included first ... [more ▼]

Problem solving has received broad public interest as an important competency in modern societies. In educational large-scale assessments paper-pencil based analytical problem solving was included first (e.g., Programme for International Student Assessment, PISA 2003). With growing interest in more complex situations, the focus has shifted to interactive problem solving (e.g., PISA 2012) requiring identification and control of complex systems. In the future, collaborative problem solving represents the next step in assessing problem solving ability (e.g., PISA 2015). This paper describes these different approaches to assessing problem solving ability in large-scale assessments considering theoretical questions as well as assessment issues. For each of the three types of problem solving, the definition and understanding of the construct is explained, items examples are shown together with some empirical results, and limitations of the respective approach are discussed. A final discussion centers on the connection of cognitive and differential psychology within educational research and assessment. [less ▲]

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See detailDer Nutzen einer Komplexen Problemlösekompetenz: Theoretische Überlegungen und empirische Befunde
Greiff, Samuel UL; Fischer, Andreas

in Zeitschrift für Pädagogische Psychologie (2013), 27

Seit Jahrzehnten wird diskutiert ob Komplexes Problemlösen (KPL) ausschließlich von Intelligenz und Vorwissen abhängt, oder ob das systematische Generieren von Informationen, die viable Repräsentation der ... [more ▼]

Seit Jahrzehnten wird diskutiert ob Komplexes Problemlösen (KPL) ausschließlich von Intelligenz und Vorwissen abhängt, oder ob das systematische Generieren von Informationen, die viable Repräsentation der wesentlichen kausalen Zusammenhänge, sowie die zielführende Anwendung von Wissen operative Aspekte von Intelligenz erfordern, die von herkömmlichen Intelligenztests nur unzureichend erfasst werden. Der Klärung dieser Frage stehen bisher messtheoretische Probleme und eine unklare Abgrenzung von KPL zu Vorwissen und Fluider Intelligenz gegenüber. In dieser Arbeit wird daher ein Verfahren zur Messung von KPL-Kompetenz eingeführt, das auf der Verwendung multipler vorwissensneutraler komplexer Probleme basiert. Dieses Verfahren (MicroDYN) wird empirisch an einer studentischen Stichprobe (n = 140) überprüft: Latente Zusammenhänge zu Fluider Intelligenz liegen im Bereich um .50 und bestätigen die empirische Trennbarkeit der Konstrukte. KPL weist inkrementelle Validität gegenüber Fluider Intelligenz bei der Vorhersage von Schulnoten auf, insbesondere für das Gesamtabitur und für naturwissenschaftliche Fächer. Implikationen für den Nutzen von KPL in der Leistungsdiagnostik werden diskutiert. [less ▲]

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See detailA multitrait-multimethod study of assessment instruments for Complex Problem Solving
Greiff, Samuel UL; Fischer, Andreas; Wüstenberg, Sascha UL et al

in Intelligence (2013), 41

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See detailCross-curricular skills and their assessment in the national Swiss school monitoring
Greiff, Samuel UL

Scientific Conference (2012, December 07)

Detailed reference viewed: 32 (1 UL)
See detailHow to measure Collaborative Problem Solving? Some item prototypes
Greiff, Samuel UL; Martin, Romain UL

Presentation (2012, November 12)

Detailed reference viewed: 40 (1 UL)