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   The Heidelberg inventory of geographic system competency model.; ; et al in Leutner, Detlev; Fleischer, Jens; Grünkorn, Juliane (Eds.) et al Competence assessment in education : Research, models, and instruments. (2017) Detailed reference viewed: 133 (5 UL)Interactive Problem Solving. Exploring the potential of minimal complex systems (Chapter 6)Greiff, Samuel  ; in Csapo, Beno; Funke, Joachim (Eds.) The nature of problem solving : Using Research to Inspire 21st Century Learning. (2017) Detailed reference viewed: 74 (0 UL)Dynamic problem solving. Multiple-item testing based on minimal complex systems.; Greiff, Samuel in Leutner, Detlev; Fleischer, Jens; Grünkorn, Jiliane (Eds.) et al Competence assessment in education : Research, models, and instruments. (2017) Detailed reference viewed: 69 (2 UL)Komplexes Problemlösen und seine Rolle in internationalen Large-Scale Untersuchungen. Ergebnisse eines Projektes zu fachübergreifenden KompetenzenGreiff, Samuel ; ; Scientific Conference (2015, March) Detailed reference viewed: 91 (8 UL)Cross-national gender differences in complex problem solving and their determinants.Wüstenberg, Sascha ; Greiff, Samuel ; et alin Learning and 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 ▲] Detailed reference viewed: 431 (193 UL)Potentiale technologiebasierter Kompetenzerfassung. Das Beispiel Komplexes ProblemlösenGreiff, Samuel ; Presentation (2013, October) Detailed reference viewed: 90 (2 UL)Determinants of cross-national gender differences in complex problem solving competencyWüstenberg, Sascha ; Müller, Jonas ; Kretzschmar, André et alScientific Conference (2013, August) Detailed reference viewed: 104 (3 UL)Computer-based assessment of Complex Problem Solving: concept, implementation, and applicationGreiff, Samuel ; Wüstenberg, Sascha ; et alin Educational Technology Research and Development (2013), 61 Detailed reference viewed: 217 (24 UL) Perspectives on problem solving in cognitive research and educational assessment: analytical, interactive, and collaborative problem solvingGreiff, Samuel ; ; in Journal of Problem Solving (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 ▲] Detailed reference viewed: 1812 (154 UL)Complex Problem Solving in educational settings – something beyond g: Concept, assessment, measurement invariance, and construct validityGreiff, Samuel ; Wüstenberg, Sascha ; et alin 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 ▲] Detailed reference viewed: 655 (281 UL)Technical-based assessment of 21st century skills in an applied contextGreiff, Samuel ; Presentation (2012, October 15) Detailed reference viewed: 60 (1 UL)Die Skalierung cross-curricularer Kompetenzen in PISA. Einige Reflexionen am Beispiel des komplexen ProblemlösensGreiff, Samuel ; ; Scientific Conference (2012, September 25) Detailed reference viewed: 57 (1 UL)Minimal complex systems: A new approach for assessing complex problem solving.; Greiff, Samuel Scientific Conference (2012, September 24) Detailed reference viewed: 73 (1 UL)Complex Problem Solving in educational contexts. Assessment, measurement invariance, and construct validityWüstenberg, Sascha ; Greiff, Samuel ; et alScientific Conference (2012, August 29) Detailed reference viewed: 59 (1 UL)A modern understanding of Complex Problem Solving.Wüstenberg, Sascha ; Greiff, Samuel ; et alScientific Conference (2012, July) Detailed reference viewed: 73 (0 UL)Large-scale assessments and Collaborative Problem Solving: An impossible mix?Greiff, Samuel ; ; et alPresentation (2012, May 04) Detailed reference viewed: 71 (2 UL)Measuring Complex Problem Solving across class levels: Assessment, invariance, and construct validityGreiff, Samuel ; Scientific Conference (2012, April 27) Detailed reference viewed: 53 (1 UL)Dynamic systems and their importance in competence assessment of problem solving; Greiff, Samuel Scientific Conference (2012, April 26) Detailed reference viewed: 69 (1 UL)Interactive Problem Solving and its realization in large-scale assessmentsGreiff, Samuel ; Scientific Conference (2012, April 25) Detailed reference viewed: 53 (2 UL)Measurement invariance of Complex Problem Solving ability measured by MicroDYNWüstenberg, Sascha ; Greiff, Samuel ; et alScientific Conference (2012, April 24) Detailed reference viewed: 82 (2 UL) |
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