A difficulty component model for developing computerized problem-solving assessments
Abstract Problem solving has become a central educational objective in developing many educational systems in recent years. The competency of problem solving includes many cognitive operations that are also important to future learning, effectively encountering and overcoming obstacles, and even ada...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Lee, Yueh-Hsun [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2016 |
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| Schlagwörter: |
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| Anmerkung: |
© Beijing Normal University 2016 |
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| Übergeordnetes Werk: |
Enthalten in: Journal of computers in education - Berlin : Springer, 2014, 3(2016), 2 vom: 23. März, Seite 131-147 |
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| Übergeordnetes Werk: |
volume:3 ; year:2016 ; number:2 ; day:23 ; month:03 ; pages:131-147 |
| Links: |
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| DOI / URN: |
10.1007/s40692-016-0056-3 |
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| Katalog-ID: |
SPR037450700 |
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| 520 | |a Abstract Problem solving has become a central educational objective in developing many educational systems in recent years. The competency of problem solving includes many cognitive operations that are also important to future learning, effectively encountering and overcoming obstacles, and even adapting to new conditions, communities, or societies. In this study, a six-component model of problem-solving assessment is proposed; moreover, a computerized problem-solving assessment was developed according to the specifications of the content and cognitive structure. To verify the reliability of the assessment, 1724 7th and 8th graders in Taiwan participated in the test. The test results suggested that the proposed six-component model accounted for around 67 % of the variance in item difficulty. The component of disclosure of information revealed a relatively stronger impact on item difficulty. On the other hand, simulations could help students to solve the problems more easily. The effects of grade and gender were both statistically significant. Based upon the cognitive component model, the performances of students were classified into four levels, that is, below basic, basic, proficient, and advanced. In further studies, it is expected that the proposed model can provide useful guidelines for integrating problem-solving competency into regular classroom instruction and for improving students’ performance. | ||
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10.1007/s40692-016-0056-3 doi (DE-627)SPR037450700 (SPR)s40692-016-0056-3-e DE-627 ger DE-627 rakwb eng Lee, Yueh-Hsun verfasserin aut A difficulty component model for developing computerized problem-solving assessments 2016 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Beijing Normal University 2016 Abstract Problem solving has become a central educational objective in developing many educational systems in recent years. The competency of problem solving includes many cognitive operations that are also important to future learning, effectively encountering and overcoming obstacles, and even adapting to new conditions, communities, or societies. In this study, a six-component model of problem-solving assessment is proposed; moreover, a computerized problem-solving assessment was developed according to the specifications of the content and cognitive structure. To verify the reliability of the assessment, 1724 7th and 8th graders in Taiwan participated in the test. The test results suggested that the proposed six-component model accounted for around 67 % of the variance in item difficulty. The component of disclosure of information revealed a relatively stronger impact on item difficulty. On the other hand, simulations could help students to solve the problems more easily. The effects of grade and gender were both statistically significant. Based upon the cognitive component model, the performances of students were classified into four levels, that is, below basic, basic, proficient, and advanced. In further studies, it is expected that the proposed model can provide useful guidelines for integrating problem-solving competency into regular classroom instruction and for improving students’ performance. Problem solving (dpeaa)DE-He213 Computer-assisted assessment (dpeaa)DE-He213 Cognitive component analysis (dpeaa)DE-He213 Hung, Pi-Hsia aut Chang, Wen-Yi aut Enthalten in Journal of computers in education Berlin : Springer, 2014 3(2016), 2 vom: 23. März, Seite 131-147 (DE-627)795566786 (DE-600)2783273-9 2197-9995 nnns volume:3 year:2016 number:2 day:23 month:03 pages:131-147 https://dx.doi.org/10.1007/s40692-016-0056-3 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 3 2016 2 23 03 131-147 |
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10.1007/s40692-016-0056-3 doi (DE-627)SPR037450700 (SPR)s40692-016-0056-3-e DE-627 ger DE-627 rakwb eng Lee, Yueh-Hsun verfasserin aut A difficulty component model for developing computerized problem-solving assessments 2016 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Beijing Normal University 2016 Abstract Problem solving has become a central educational objective in developing many educational systems in recent years. The competency of problem solving includes many cognitive operations that are also important to future learning, effectively encountering and overcoming obstacles, and even adapting to new conditions, communities, or societies. In this study, a six-component model of problem-solving assessment is proposed; moreover, a computerized problem-solving assessment was developed according to the specifications of the content and cognitive structure. To verify the reliability of the assessment, 1724 7th and 8th graders in Taiwan participated in the test. The test results suggested that the proposed six-component model accounted for around 67 % of the variance in item difficulty. The component of disclosure of information revealed a relatively stronger impact on item difficulty. On the other hand, simulations could help students to solve the problems more easily. The effects of grade and gender were both statistically significant. Based upon the cognitive component model, the performances of students were classified into four levels, that is, below basic, basic, proficient, and advanced. In further studies, it is expected that the proposed model can provide useful guidelines for integrating problem-solving competency into regular classroom instruction and for improving students’ performance. Problem solving (dpeaa)DE-He213 Computer-assisted assessment (dpeaa)DE-He213 Cognitive component analysis (dpeaa)DE-He213 Hung, Pi-Hsia aut Chang, Wen-Yi aut Enthalten in Journal of computers in education Berlin : Springer, 2014 3(2016), 2 vom: 23. März, Seite 131-147 (DE-627)795566786 (DE-600)2783273-9 2197-9995 nnns volume:3 year:2016 number:2 day:23 month:03 pages:131-147 https://dx.doi.org/10.1007/s40692-016-0056-3 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 3 2016 2 23 03 131-147 |
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10.1007/s40692-016-0056-3 doi (DE-627)SPR037450700 (SPR)s40692-016-0056-3-e DE-627 ger DE-627 rakwb eng Lee, Yueh-Hsun verfasserin aut A difficulty component model for developing computerized problem-solving assessments 2016 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Beijing Normal University 2016 Abstract Problem solving has become a central educational objective in developing many educational systems in recent years. The competency of problem solving includes many cognitive operations that are also important to future learning, effectively encountering and overcoming obstacles, and even adapting to new conditions, communities, or societies. In this study, a six-component model of problem-solving assessment is proposed; moreover, a computerized problem-solving assessment was developed according to the specifications of the content and cognitive structure. To verify the reliability of the assessment, 1724 7th and 8th graders in Taiwan participated in the test. The test results suggested that the proposed six-component model accounted for around 67 % of the variance in item difficulty. The component of disclosure of information revealed a relatively stronger impact on item difficulty. On the other hand, simulations could help students to solve the problems more easily. The effects of grade and gender were both statistically significant. Based upon the cognitive component model, the performances of students were classified into four levels, that is, below basic, basic, proficient, and advanced. In further studies, it is expected that the proposed model can provide useful guidelines for integrating problem-solving competency into regular classroom instruction and for improving students’ performance. Problem solving (dpeaa)DE-He213 Computer-assisted assessment (dpeaa)DE-He213 Cognitive component analysis (dpeaa)DE-He213 Hung, Pi-Hsia aut Chang, Wen-Yi aut Enthalten in Journal of computers in education Berlin : Springer, 2014 3(2016), 2 vom: 23. März, Seite 131-147 (DE-627)795566786 (DE-600)2783273-9 2197-9995 nnns volume:3 year:2016 number:2 day:23 month:03 pages:131-147 https://dx.doi.org/10.1007/s40692-016-0056-3 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 3 2016 2 23 03 131-147 |
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10.1007/s40692-016-0056-3 doi (DE-627)SPR037450700 (SPR)s40692-016-0056-3-e DE-627 ger DE-627 rakwb eng Lee, Yueh-Hsun verfasserin aut A difficulty component model for developing computerized problem-solving assessments 2016 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Beijing Normal University 2016 Abstract Problem solving has become a central educational objective in developing many educational systems in recent years. The competency of problem solving includes many cognitive operations that are also important to future learning, effectively encountering and overcoming obstacles, and even adapting to new conditions, communities, or societies. In this study, a six-component model of problem-solving assessment is proposed; moreover, a computerized problem-solving assessment was developed according to the specifications of the content and cognitive structure. To verify the reliability of the assessment, 1724 7th and 8th graders in Taiwan participated in the test. The test results suggested that the proposed six-component model accounted for around 67 % of the variance in item difficulty. The component of disclosure of information revealed a relatively stronger impact on item difficulty. On the other hand, simulations could help students to solve the problems more easily. The effects of grade and gender were both statistically significant. Based upon the cognitive component model, the performances of students were classified into four levels, that is, below basic, basic, proficient, and advanced. In further studies, it is expected that the proposed model can provide useful guidelines for integrating problem-solving competency into regular classroom instruction and for improving students’ performance. Problem solving (dpeaa)DE-He213 Computer-assisted assessment (dpeaa)DE-He213 Cognitive component analysis (dpeaa)DE-He213 Hung, Pi-Hsia aut Chang, Wen-Yi aut Enthalten in Journal of computers in education Berlin : Springer, 2014 3(2016), 2 vom: 23. März, Seite 131-147 (DE-627)795566786 (DE-600)2783273-9 2197-9995 nnns volume:3 year:2016 number:2 day:23 month:03 pages:131-147 https://dx.doi.org/10.1007/s40692-016-0056-3 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 3 2016 2 23 03 131-147 |
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10.1007/s40692-016-0056-3 doi (DE-627)SPR037450700 (SPR)s40692-016-0056-3-e DE-627 ger DE-627 rakwb eng Lee, Yueh-Hsun verfasserin aut A difficulty component model for developing computerized problem-solving assessments 2016 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Beijing Normal University 2016 Abstract Problem solving has become a central educational objective in developing many educational systems in recent years. The competency of problem solving includes many cognitive operations that are also important to future learning, effectively encountering and overcoming obstacles, and even adapting to new conditions, communities, or societies. In this study, a six-component model of problem-solving assessment is proposed; moreover, a computerized problem-solving assessment was developed according to the specifications of the content and cognitive structure. To verify the reliability of the assessment, 1724 7th and 8th graders in Taiwan participated in the test. The test results suggested that the proposed six-component model accounted for around 67 % of the variance in item difficulty. The component of disclosure of information revealed a relatively stronger impact on item difficulty. On the other hand, simulations could help students to solve the problems more easily. The effects of grade and gender were both statistically significant. Based upon the cognitive component model, the performances of students were classified into four levels, that is, below basic, basic, proficient, and advanced. In further studies, it is expected that the proposed model can provide useful guidelines for integrating problem-solving competency into regular classroom instruction and for improving students’ performance. Problem solving (dpeaa)DE-He213 Computer-assisted assessment (dpeaa)DE-He213 Cognitive component analysis (dpeaa)DE-He213 Hung, Pi-Hsia aut Chang, Wen-Yi aut Enthalten in Journal of computers in education Berlin : Springer, 2014 3(2016), 2 vom: 23. März, Seite 131-147 (DE-627)795566786 (DE-600)2783273-9 2197-9995 nnns volume:3 year:2016 number:2 day:23 month:03 pages:131-147 https://dx.doi.org/10.1007/s40692-016-0056-3 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 3 2016 2 23 03 131-147 |
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Lee, Yueh-Hsun |
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Lee, Yueh-Hsun misc Problem solving misc Computer-assisted assessment misc Cognitive component analysis A difficulty component model for developing computerized problem-solving assessments |
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difficulty component model for developing computerized problem-solving assessments |
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A difficulty component model for developing computerized problem-solving assessments |
| abstract |
Abstract Problem solving has become a central educational objective in developing many educational systems in recent years. The competency of problem solving includes many cognitive operations that are also important to future learning, effectively encountering and overcoming obstacles, and even adapting to new conditions, communities, or societies. In this study, a six-component model of problem-solving assessment is proposed; moreover, a computerized problem-solving assessment was developed according to the specifications of the content and cognitive structure. To verify the reliability of the assessment, 1724 7th and 8th graders in Taiwan participated in the test. The test results suggested that the proposed six-component model accounted for around 67 % of the variance in item difficulty. The component of disclosure of information revealed a relatively stronger impact on item difficulty. On the other hand, simulations could help students to solve the problems more easily. The effects of grade and gender were both statistically significant. Based upon the cognitive component model, the performances of students were classified into four levels, that is, below basic, basic, proficient, and advanced. In further studies, it is expected that the proposed model can provide useful guidelines for integrating problem-solving competency into regular classroom instruction and for improving students’ performance. © Beijing Normal University 2016 |
| abstractGer |
Abstract Problem solving has become a central educational objective in developing many educational systems in recent years. The competency of problem solving includes many cognitive operations that are also important to future learning, effectively encountering and overcoming obstacles, and even adapting to new conditions, communities, or societies. In this study, a six-component model of problem-solving assessment is proposed; moreover, a computerized problem-solving assessment was developed according to the specifications of the content and cognitive structure. To verify the reliability of the assessment, 1724 7th and 8th graders in Taiwan participated in the test. The test results suggested that the proposed six-component model accounted for around 67 % of the variance in item difficulty. The component of disclosure of information revealed a relatively stronger impact on item difficulty. On the other hand, simulations could help students to solve the problems more easily. The effects of grade and gender were both statistically significant. Based upon the cognitive component model, the performances of students were classified into four levels, that is, below basic, basic, proficient, and advanced. In further studies, it is expected that the proposed model can provide useful guidelines for integrating problem-solving competency into regular classroom instruction and for improving students’ performance. © Beijing Normal University 2016 |
| abstract_unstemmed |
Abstract Problem solving has become a central educational objective in developing many educational systems in recent years. The competency of problem solving includes many cognitive operations that are also important to future learning, effectively encountering and overcoming obstacles, and even adapting to new conditions, communities, or societies. In this study, a six-component model of problem-solving assessment is proposed; moreover, a computerized problem-solving assessment was developed according to the specifications of the content and cognitive structure. To verify the reliability of the assessment, 1724 7th and 8th graders in Taiwan participated in the test. The test results suggested that the proposed six-component model accounted for around 67 % of the variance in item difficulty. The component of disclosure of information revealed a relatively stronger impact on item difficulty. On the other hand, simulations could help students to solve the problems more easily. The effects of grade and gender were both statistically significant. Based upon the cognitive component model, the performances of students were classified into four levels, that is, below basic, basic, proficient, and advanced. In further studies, it is expected that the proposed model can provide useful guidelines for integrating problem-solving competency into regular classroom instruction and for improving students’ performance. © Beijing Normal University 2016 |
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A difficulty component model for developing computerized problem-solving assessments |
| url |
https://dx.doi.org/10.1007/s40692-016-0056-3 |
| remote_bool |
true |
| author2 |
Hung, Pi-Hsia Chang, Wen-Yi |
| author2Str |
Hung, Pi-Hsia Chang, Wen-Yi |
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| doi_str |
10.1007/s40692-016-0056-3 |
| up_date |
2024-07-03T22:51:36.235Z |
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1803600103982759937 |
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<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">SPR037450700</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230328182519.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">201007s2016 xx |||||o 00| ||eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1007/s40692-016-0056-3</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)SPR037450700</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(SPR)s40692-016-0056-3-e</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Lee, Yueh-Hsun</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="2"><subfield code="a">A difficulty component model for developing computerized problem-solving assessments</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2016</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">© Beijing Normal University 2016</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Abstract Problem solving has become a central educational objective in developing many educational systems in recent years. The competency of problem solving includes many cognitive operations that are also important to future learning, effectively encountering and overcoming obstacles, and even adapting to new conditions, communities, or societies. In this study, a six-component model of problem-solving assessment is proposed; moreover, a computerized problem-solving assessment was developed according to the specifications of the content and cognitive structure. To verify the reliability of the assessment, 1724 7th and 8th graders in Taiwan participated in the test. The test results suggested that the proposed six-component model accounted for around 67 % of the variance in item difficulty. The component of disclosure of information revealed a relatively stronger impact on item difficulty. On the other hand, simulations could help students to solve the problems more easily. The effects of grade and gender were both statistically significant. 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