Measurement invariance of Complex Problem Solving ability measured by MicroDYN

Scientific Conference (2012, April 24)

Academic self-concept and achievement goals: Do their reciprocal effects differ for over- and underachievers?

Scientific Conference (2012, April)

Entwicklung nicht-heterosexueller Identitäten: Forschungsergebnisse und Theorien (nicht nur) zum Coming Out

Presentation (2012, January 18)

Assessment and theory in Complex Problem Solving. A continuing contradiction?

in Journal of Educational and Developmental Psychology (2012), 2

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 ... [more ▼]

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. [less ▲]

Personality in childhood – a longitudinal behavior genetic approach

in Personality and Individual Differences (2012), 53

The prediction of school achievement from a behavior genetic perspective: Results from the German twin study on Cognitive Ability, Self-Reported Motivation, and School Achievement (CoSMoS)

in Personality and Individual Differences (2012), 53

Dynamic Problem Solving: A new measurement perspective

in Applied Psychological Measurement (2012), 36

This article addresses two unsolved measurement issues in dynamic problem solving (DPS) research: (a) unsystematic construction of DPS tests making a comparison of results obtained in different studies ... [more ▼]

This article addresses two unsolved measurement issues in dynamic problem solving (DPS) research: (a) unsystematic construction of DPS tests making a comparison of results obtained in different studies difficult and (b) use of time-intensive single tasks leading to severe reliability problems. To solve these issues, the MicroDYN approach is presented, which combines (a) the formal framework of linear structural equation models as a systematic way to construct tasks with (b) multiple and independent tasks to increase reliability. Results indicated that the assumed measurement model that comprised three dimensions, information retrieval, model building, and forecasting, fitted the data well (n = 114 students) and could be replicated in another sample (n = 140), showing excellent reliability estimates for all dimensions. Predictive validity of school grades was excellent for model building but nonexistent for the other two MicroDYN dimensions and for an additional measure of DPS. Implications are discussed. [less ▲]

The process of solving complex problems

in Journal of Problem Solving (2012), 4

This article is about Complex Problem Solving (CPS), its history in a variety of research domains (e.g., human problem solving, expertise, decision making, and intelligence), and a formal definition and a ... [more ▼]

This article is about Complex Problem Solving (CPS), its history in a variety of research domains (e.g., human problem solving, expertise, decision making, and intelligence), and a formal definition and a process theory of CPS applicable to the interdisciplinary field. CPS is portrayed as (a) knowledge acquisition and (b) knowledge application concerning the goal-oriented control of ystems that contain many highly interrelated elements (i.e., complex systems). The impact of mplicit and explicit knowledge as well as systematic strategy selection on the solution process are discussed, emphasizing the importance of (1) information generation (due to the initial intransparency of the situation), (2) information reduction (due to the overcharging complexity of the problem’s structure), (3) model building (due to the interconnectedness of the variables), (4) dynamic decision making (due to the eigendynamics of the system), and (5) evaluation (due to many, interfering and/or ill-defined goals). [less ▲]

Fachspezifische Problemlösefähigkeit in gewerblich-technischen Ausbildungsberufen. Modellierung, erreichte Niveaus und relevante Einflussfaktoren

in Zeitschrift für Berufs- und Wirtschaftspädagogik (2012), 108

The Genetics Lab. Acceptance and psychometric characteristics of a computer-based microworld to assess Complex Problem Solving

in Psychological Test and Assessment Modeling (2012), 54

Computer-based problem solving scenarios or “microworlds” are contemporary assessment instruments frequently used to assess students’ complex problem solving behavior – a key aspect of today’s educational ... [more ▼]

Computer-based problem solving scenarios or “microworlds” are contemporary assessment instruments frequently used to assess students’ complex problem solving behavior – a key aspect of today’s educational curricula and assessment frameworks. Surprisingly, almost nothing is known about their (1) acceptance or (2) psychometric characteristics in student populations. This article introduces the Genetics Lab (GL), a newly developed microworld, and addresses this lack of empirical data in two studies. Findings from Study 1, with a sample of 61 ninth graders, show that acceptance of the GL was high and that the internal consistencies of the scores obtained were satisfactory. In addition, meaningful intercorrelations between the scores supported the instrument’s construct validity. Study 2 drew on data from 79 ninth graders in differing school types. Large to medium correlations with figural and numerical reasoning scores provided evidence for the instrument’s construct validity. In terms of external validity, substantial correlations were found between academic performance and scores on the GL, most of which were higher than those observed between academic performance and the reasoning scales administered. In sum, this research closes an important empirical gap by (1) proving acceptance of the GL and (2) demonstrating satisfactory psychometric properties of its scores in student populations. [less ▲]