Article (Scientific journals)
The systematic variation of task characteristics facilitates the understanding of task difficulty: A cognitive diagnostic modeling approach to complex problem solving
Greiff, Samuel; Krkovic, Katarina; Nagy, Gabriel
2014In Psychological Test and Assessment Modeling, 56 (1), p. 83-103
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Keywords :
Item response theory; cignitice diagnostic modeling; least square distance method; complex problem solving; task characteristics
Abstract :
[en] 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.
Disciplines :
Social & behavioral sciences, psychology: Multidisciplinary, general & others
Author, co-author :
Greiff, Samuel ;  University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS)
Krkovic, Katarina ;  University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS)
Nagy, Gabriel
Language :
English
Title :
The systematic variation of task characteristics facilitates the understanding of task difficulty: A cognitive diagnostic modeling approach to complex problem solving
Publication date :
2014
Journal title :
Psychological Test and Assessment Modeling
ISSN :
2190-0507
Publisher :
Pabst Science Publishers, Lengerich, Germany
Volume :
56
Issue :
1
Pages :
p. 83-103
Peer reviewed :
Peer Reviewed verified by ORBi
Funders :
FNR - Fonds National de la Recherche [LU]
Available on ORBilu :
since 24 April 2014

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