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Publications of the CBA Research Group
Results 21-40 of 664.
  Why we need systematic reviews and meta-analyses in the testing and assessment literature; ; Greiff, Samuel  et alin European Journal of Psychological Assessment (2022) Detailed reference viewed: 30 (0 UL)  Assessing collaborative problem-solving skills among elementary school students; ; et al in Computers and Education (2021), 175 As 21st century skills have become increasingly important, Collaborative Problem Solving (CPS) is now considered essential in almost all areas of life. Different theoretical frameworks and assessment ... [more ▼] As 21st century skills have become increasingly important, Collaborative Problem Solving (CPS) is now considered essential in almost all areas of life. Different theoretical frameworks and assessment instruments have emerged for measuring this skill. However, more applied studies on its implementation and evaluation in real-life educational settings are required. In this sense, pre-post experimental designs are essential for identifying new methods for developing collaborative problem-solving skills. To do so, equivalent tests are needed to facilitate consistent score interpretations and reduce the practice effect. In the present study, a Design-Based Research approach is used to design and validate an assessment tool with two equivalent forms based on a framework proposed by the OECD and applied to a collaborative activity. A total of 719 students aged between 10 and 13 years old participated in the different stages of the study. The results show that the proposed instrument effectively measures the problem-solving dimension of collaborative problem-solving skills among students of this age. Moreover, the results from the test were equivalent for both forms and across genders. Finally, there were no significant differences when assessing collaborative problem-solving in human-human groups versus human-agent groups using the proposed instrument. For future work, we recommend including other data sources than just text-based conversations. This would allow us to capture the rich social interactions present in this type of activity. Future work should also consider exploring the extent to which skills could be trained. This could be done in an experimental design assessed using the equivalent forms of the proposed instrument as a pre- and post-test. Doing so would provide a more accurate measure of students’ collaborative skills. [less ▲] Detailed reference viewed: 71 (5 UL)Facets of conscientiousness and their relation to academic achievement: a person-centered approachFranzen, Patrick ; Niepel, Christoph ; et alScientific Conference (2021, September 16) Detailed reference viewed: 55 (2 UL)Fathering desires and intentions: A comparison of childless gay and straight men in Germany; ; Niepel, Christoph Scientific Conference (2021, July) Detailed reference viewed: 20 (0 UL)Lost in transition – Learning analytics on the transfer from knowledge acquisition to knowledge application in complex problem solvingNicolay, Björn Fabrice ; Krieger, Florian ; et alin Computers in Human Behavior (2021), 115 Since Complex Problem Solving (CPS) skills represent a key competence for educational success, they are of great relevance for learning analytics. More specifically, CPS serves as a pertinent showcase for ... [more ▼] Since Complex Problem Solving (CPS) skills represent a key competence for educational success, they are of great relevance for learning analytics. More specifically, CPS serves as a pertinent showcase for addressing a crucial existing gap contemporary education is facing, the gap between students' ability to acquire and subsequently apply knowledge in uncertain situations, which are increasingly important in the 21st century. While the CPS process incorporates both the acquisition and application of knowledge, many earlier studies have focused on identifying the factors relevant for success in knowledge acquisition. Given the dearth of existing research on factors influencing a successful transition between both CPS phases, we investigated the rates of successful and unsuccessful knowledge transition over the course of nine CPS items in a sample of N = 1151 students in 9th grade. Results showed that many participants were unable to transition their knowledge from the acquisition to the application phase, which was presumably due to an inefficient mental model transfer. Furthermore, the likelihood of students being ‘lost in transition’ was higher in more complex items. Implications are discussed in light of learning analytics, and particularly with regard to the factors to be taken into account by future CPS training programs. [less ▲] Detailed reference viewed: 109 (5 UL)Die Entwicklung eines Trainingsprogrammes für die komplexe Problemlösekompetenz in JugendlichenNicolay, Björn Fabrice ; Krieger, Florian ; Salzig, Mandy et alin Nationaler Bildungsbericht Luxemburg 2021 (2021) Detailed reference viewed: 122 (1 UL)Assessing 16 fundamental motives with fewer than 50 items: Development and validation of the German 16 Motives Research Scales (16mrs)Dörendahl, Jan ; Greiff, Samuel ; Niepel, Christoph in Frontiers in Psychology (2021), 12 Detailed reference viewed: 45 (1 UL)Skills assessment in educationGreiff, Samuel ; Dörendahl, Jan in AI and the future of skills. Volume 1, capabilities and assessments (2021) Detailed reference viewed: 22 (1 UL)La résolution collaborative de problèmes au Luxembourg : Résultats et implications de l’enquête PISA 2015Krieger, Florian ; Fischbach, Antoine ; Greiff, Samuel in LUCET; SCRIPT (Eds.) Rapport national sur l’éducation au Luxembourg 2021 (2021) Detailed reference viewed: 26 (1 UL)Kollaboratives Problemlösen in Luxemburg: Ergebnisse und Implikationen aus PISA 2015Krieger, Florian ; Fischbach, Antoine ; Greiff, Samuel in LUCET; SCRIPT (Eds.) Nationaler Bildungsbericht Luxemburg 2021 (2021) Detailed reference viewed: 32 (6 UL)Students’ lesson-to-lesson perceptions of the three basic dimensions of instructional qualityTalic, Irma ; ; et alScientific Conference (2021) Detailed reference viewed: 25 (0 UL)Dimensional comparisons in the formation of domain-specific achievement goals; ; Greiff, Samuel et alin Motivation Science (2021), 7(3), 306318 Detailed reference viewed: 31 (0 UL)Digitalisation du diagnostic pédagogique : De l’évolution à la révolutionFischbach, Antoine ; Greiff, Samuel ; Cardoso-Leite, Pedro et alin LUCET; SCRIPT (Eds.) Rapport national sur l’éducation au Luxembourg 2021 (2021) Detailed reference viewed: 29 (1 UL)Digitalisierung der pädagogischen Diagnostik: Von Evolution zu RevolutionFischbach, Antoine ; Greiff, Samuel ; Cardoso-Leite, Pedro et alin LUCET; SCRIPT (Eds.) Nationaler Bildungsbericht Luxemburg 2021 (2021) Detailed reference viewed: 35 (2 UL)Validly authentic. Some recommendations to researchers using simulations in psychological assessment. EuropeanStadler, Matthias ; ; Greiff, Samuel in European Journal of Psychological Assessment (2021), (37), 419-422 Detailed reference viewed: 23 (0 UL)Assessing subjective university success with the Subjective Academic Achievement Scale (SAAS).Stadler, Matthias ; Kemper, Christoph ; Greiff, Samuel in The European Educational Researcher (2021) Detailed reference viewed: 51 (0 UL)Measurement Invariance of Test Anxiety Across Four School Subjects; ; Niepel, Christoph et alin European Journal of Psychological Assessment (2021) Detailed reference viewed: 54 (0 UL)Illusory gender-equality paradox, math self-concept, and frame-of-reference effects: New integrative explanations for multiple paradoxes; ; et al in Journal of Personality and Social Psychology (2021) Detailed reference viewed: 69 (2 UL)The Reciprocal 2I/E Model: An Investigation of Mutual Relations Between Achievement and Self-Concept Levels and Changes in the Math and Verbal Domain Across Three Countries; ; Niepel, Christoph et alin Journal of Educational Psychology (2021), 113(8), 15291549 Detailed reference viewed: 152 (11 UL)The future of intelligence and the intelligence of the future; ; et al in Intelligence (2021), 87 Detailed reference viewed: 39 (0 UL) |
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