Abstract
Problem-solving skills assessment starts with the imperative that the hypothesized construct of skills, is theoretically sound. Secondly, assessment refers to identifying and recording inductive and deductive types of reasoning as well as divergent and convergent thinking skills. The aforementioned procedures should be measured, independent of specific learning domains or knowledge backgrounds. Future research should be oriented towards the development of a prototype set of tasks that would embed problem-solving skills in different content and context areas and that would act as a model for implementation in online large-scale assessments. Furthermore, the classroom provides an environment amenable to collaborative problem solving, in which capturing the progress of students’ both social and cognitive processes through identifying the exchange of implicit and explicit types of information, remains to be sufficiently addressed. Effective collaborative problem-solving assessment is related to well-defined, real-world problems as well as to the provision of respective scaffolds to group members for developing their cognitive and meta-cognitive skills. In other words, effective collaborative problem-solving assessment should bring about and measure group members’ cognitive and meta-cognitive skills, evolving from the social regulation of processes, such as goal setting, connecting information and patterns as well as testing hypotheses.
Highlights
Problem-solving skills assessment starts with the imperative that the hypothesized construct of skills, is theoretically sound
Research results verified the common nature of cross-curricular problem solving and mathematical problem solving deriving from the importance of prior knowledge for both competences
Schweizer et al used computer-based scenarios, the MicroDYN test, to simulate dynamic problems for assessing students’ complex problem solving ability. This complex problem solving measurement approach aims to examine the relation between complex problem solving ability and working memory capacity as well as it explores the concurrent and incremental validity of complex problem solving in three different subjects
Summary
Greiff et al delineate complex problem solving (CPS) in terms of its construct validity, effective measurement approach and solid research, as a whole. Lubin et al introduced the Learning Environments Approaching Professional Situations (LEAPS) model with the aim to enhance students’ problem-solving, metacognition and motivation in a non-linear, dynamic learning environment This intervention incorporates elements from situated learning, human motivation and open learning environments literature in order to evoke students’ problem-solving ability as well as their meta-cognitive awareness regarding their perceptions of confidence for self-updating their knowledge and skills background. Students thought that their experience in peer assessment was quite leveraging as it enhanced their ‘‘in-depth thinking’’, ‘‘creativity’’ and ‘‘learning motivation.’’ Future studies should take into account and analyze students’ learning patterns, cognitive processes and creative performances in addition to implementing collaborative game development strategies
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