Complex problem solving; Assessment; Action theories; Functionalist theories; Test development
Résumé :
[en] Complex Problem Solving (CPS) describes skills frequently needed in everyday life such as the use of new technological devices. Therefore, CPS skills constitute an increasingly important individual ability that needs theoretically embedded, reliable and validated measurement devices. The present article shows that current tests do not sufficiently address the requirement of a theory-based assessment. An integrative approach, the Action Theoretical Problem Space Model by Rollett (2008), is introduced and used to demonstrate how a theoretical framework can influence and inform test development. Implications for the assessment of CPS and its potential
are discussed.
Disciplines :
Psychologie cognitive & théorique
Auteur, co-auteur :
GREIFF, Samuel ; University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Educational Measurement and Applied Cognitive Science (EMACS)
Langue du document :
Anglais
Titre :
Assessment and theory in Complex Problem Solving. A continuing contradiction?
Date de publication/diffusion :
2012
Titre du périodique :
Journal of Educational and Developmental Psychology
ISSN :
1927-0526
eISSN :
1927-0534
Maison d'édition :
Canadian Center of Science and Education, Toronto, Canada
