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Assessing analytic and interactive aspects of problem solving competency
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DOI：10.1016/j.lindif.2015.02.008.png)
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摘要
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This study is about different approaches to assessing Problem Solving Competency (PSC) applied in international large-scale assessments: Analytic Problem Solving (APS) and Interactive Problem Solving (IPS). Based on a university student sample (n = 339) and a high-school student sample (n = 577) we found that both approaches are highly interrelated in both samples, even after controlling for reasoning (R-2 = .33 to .52) indicating that both approaches address a common core of PSC. However, our results also indicate that unique aspects of APS and IPS (beyond each other and reasoning) are explanatory for school achievements in the high-school student sample. However, in the university student sample, only APS has a unique contribution to explaining school achievements (beyond IPS and reasoning) and our findings indicate, that APS - and not interactivity itself - may explain the incremental validity of IPS (beyond reasoning) reported in previous studies. Implications for problem solving research and educational practice are discussed. (C) 2015 Elsevier Inc. All rights reserved.
Keyword:
Interactive Problem Solving
Analytic Problem Solving
Complex Problem Solving
Reasoning
Assessment
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