Assessment Of Problem-solving Skills Research Articles

The Development of Students’ Creative Problem-Solving Skills Through Learning Model in Gamification Environment Together with Cartoon Animation Media

The aims of this study were to synthesize and evaluate the learning model in gamification environment together with cartoon animation media to promote students’ creative problem-solving skills. This study was divided into three phases, (i) synthesized and evaluated the appropriateness of learning model (ii) developed cartoon animation and (iii) assessed creative problem-solving skills. The results show that the learning model consisted of three main components: teaching component, gamification environment, and activities to promote creative problem-solving. The overall suitability assessment of the developed learning model was averaged at 4.69 (SD = 0.46) out of 5, being at the most appropriate level and the scores of the students’ post-learn creative problem-solving skills assessment were significantly higher than the criteria at the level .05. These results lead to a conclusion that the learning model in gamification environment together with cartoon animation media can significantly promote students’ creative problem-solving skills and can be applied to develop desired learners’ achievements and skills.

Psychometric properties of the 52-, 25-, and 10-item English and Spanish versions of the Social Problem-Solving Inventory-Revised.

The Social Problem-Solving Inventory-Revised (SPSI-R) is a widely used instrument to assess problem-solving ability. This study examined the factor structure of the 52-, 25-, and 10-item versions of the SPSI-R and assessed factorial invariance across English- and Spanish-speaking participants. In addition, the internal consistency, test-retest reliability and sensitivity to detect change in problem-solving skills over time were assessed across the three different versions of the SPSI-R. Data from three randomized controlled trials, in which caregivers of children with cancer (N = 1,069) were assigned to either a problem-solving skills intervention (N = 728) or a control condition (N = 341), were combined. The SPSI-R was administered at baseline (T1) and immediately post intervention (T2). Reliability and multigroup analyses were performed with confirmatory factor analysis (CFA). Sensitivity to change analyses were performed using repeated measures ANOVA. Confirmatory factor analysis at T1 showed good fit statistics and internal consistency for the 52- and the 25-item versions, but not for the 10-item version. Factorial invariance was demonstrated across time (T1-T2) and language (Spanish-English) for both the 52- and 25-item versions. Adequate sensitivity to change over time was shown. The 52- and 25-item versions of the SPSI-R appear reliable and valid for assessment of problem-solving skills in English- and Spanish-speaking caregivers of children with newly diagnosed cancer. The 25-item SPSI-R can be used as a short version measuring problem-solving ability; the 10-item version cannot be considered a reliable measure for this population.

Enhancing Problem-Solving Skills in Mathematics: Applying LDMAT and SRL for Students with Learning Difficulties

This study examines the effectiveness of the LDMAT and SRL models in improving problem-solving skills in students with learning difficulties in mathematics. The research involved 18 junior high school students and employed a mixed research design. The assessment of problem-solving skills was conducted through pre-test and post-test measurements, consisting of 10 essay-based tests and weekly assignments. Furthermore, problem-solving understanding was assessed based on the strategies utilized by students in the post-test. Data analysis involved using paired t-tests to compare pre-test and post-test results. The findings indicate that applying the LDMAT and SRL models significantly enhanced problem-solving skills in students with learning difficulties in mathematics, particularly among female students. Moreover, the students exhibited an improved understanding of problem-solving procedures. This study underscores the efficacy of the LDMAT and SRL models in enhancing problem-solving abilities and promoting deeper comprehension of problem-solving strategies among students with learning difficulties in mathematics.

Algorithms for the adaptive assessment of procedural knowledge and skills.

Procedural knowledge space theory (PKST) was recently proposed by Stefanutti (British Journal of Mathematical and Statistical Psychology, 72(2) 185-218, 2019) for the assessment of human problem-solving skills. In PKST, the problem space formally represents how a family of problems can be solved and the knowledge space represents the skills required for solving those problems. The Markov solution process model (MSPM) by Stefanutti et al. (Journal of Mathematical Psychology, 103, 102552, 2021) provides a probabilistic framework for modeling the solution process of a task, via PKST. In this article, three adaptive procedures for the assessment of problem-solving skills are proposed that are based on the MSPM. Beside execution correctness, they also consider the sequence of moves observed in the solution of a problem with the aim of increasing efficiency and accuracy of assessments. The three procedures differ from one another in the assumption underlying the solution process, named pre-planning, interim-planning, and mixed-planning. In two simulation studies, the three adaptive procedures have been compared to one another and to the continuous Markov procedure (CMP) by Doignon and Falmagne (1988a). The last one accounts for dichotomous correct/wrong answers only. Results show that all the MSP-based adaptive procedures outperform the CMP in both accuracy and efficiency. These results have been obtained in the framework of the Tower of London test but the procedures can also be applied to all psychological and neuropsychological tests that have a problem space. Thus, the adaptive procedures presented in this paper pave the way to the adaptive assessment in the area of neuropsychological tests.

Developing assessment in improving students' digital literacy skills

This research aims to develop an assessment of problem solving skills in improving students digital literacy skills. This research is directed to produce physics learning assessments that can improve students digital literacy, namely by using problem solving skills assessments. The use of assessments that refer to the problem solving skills stage is expected to improve students digital literacy. The study is an R&D research with the Borg & Gall development model. On the preliminary research, questionnaire is needed to detect need analysis of an assessment that can help improving student digital literacy skills. Questionnaires were used to collect expert review data, while cognitive tests were used to collect data on students problem solving skills. Cognitive tests by posttest form was held to find out the progress of students understanding during learning process using the products. The results of content validity by Aiken’s V is 0,80. The factor analysis is looked by The Bartlett test value with Chi-squares = 1.604 and significant at 0.659. Therefore, the problem-solving skills assessment from the aspect of content and construction has valid criteria and is suitable for use. The N-Gain test results of students problem-solving skills in the experimental class by 0.3 with a quite effective category higher than the control class of 0.12 with a quite effective category. The results show that the use of assessment of problem-solving skills effectively improved students digital literacy skills.

Assessing the Validity and Reliability of the Persian Version of the Interpersonal Problem Solving Skills Assessment Tool in Schizophrenia

Objective: This study aimed to translate the Assessment of Interpersonal Problem-Solving Skills (AIPSS) into Persian and to evaluate the validity and reliability of the Persian version of AIPSS to use for adults with schizophrenia. Materials & Methods: In this methodological study, the translation process was performed according to the International Quality of Life Assessment (IQOLA) protocol. The face validity of the translated AIPSS was determined based on the opinions of experts and The Content Validity Index (CVI) and Content Validity Ratio (CVR) were also calculated for each item. The Persian version of the test was performed on 52 patients with schizophrenia disorders at Tehran’s Razi Mental Hospital; they were selected using a convenience sampling method. Cronbach’s alpha coefficient was used to evaluate internal consistency. Inter-rater reliability was determined by the Intraclass Correlation Coefficient (ICC). A retest was complete on 15 patients with 2 weeks interval and ICC was used to determine the test-retest reliability. Results: Face validity was confirmed by the experts’ opinions. The Content Validity Ratio (CVR) and the Content Validity Index (CVI) were equal to one for all scenes. Cronbach's alpha coefficient for all scales was ranged between 0.511 and 0.821. The ICC in all scales were more than 0.98 for inter-rater reliability. In calculating test-retest reliability, the ICC for all scales ranged 0.733-0.893. Conclusion: Results show that the Persian version of AIPSS has acceptable face validity, content validity, internal consistency, inter-rater reliability test-retest reliability. Therefore, this instrument can be used in clinical fields and research studies to assess the social skills of Iranian patients with schizophrenia.

Investigating the Consistency between Students’ and Teachers’ Ratings for the Assessment of Problem-solving Skills with Many-facet Rasch Measurement Model

Investigating the Consistency between Students’ and Teachers’ Ratings for the Assessment of Problem-solving Skills with Many-facet Rasch Measurement Model

Jigsaw cooperative learning strategy based lesson study on Indonesian college study in National Information Polytechnic

Indonesian language courses are compulsory subjects in every tertiary institution so a learning model is needed. The purpose of this study is to describe the Lesson Study-based cooperative learning model in the Indonesian language course at the National Informatics Polytechnic. This research was conducted in 2 cycles. The subjects in this study were 16 students of Business Administration class. The research instrument consisted of the Lesson Study feasibility study instrument sheet, the observation sheet of problem solving skills assessment and the cognitive assessment assessment sheet. The results of the study used a Lesson Study-based jigsaw method of 90%. The application of the Jigsaw model based on Lesson Study was able to improve student collaborative skills by 8.26% and cognitive learning outcomes by 1.56% from cycle I to cycle II. The conclusion of this research is a strategy using the Jigsaw model based on Lesson Study can improve the collaborative skills and cognitive learning outcomes of each student.

Online assessment of problem-solving skills among fathers of young and school-age children with type 1 diabetes: Associations with parent and child outcomes.

Type 1 diabetes (T1D) is a pediatric chronic illness that is associated with significant parenting stress due to its lifelong course, burdensome disease management, and life-threatening complications. Although mothers of children with T1D have been studied extensively in relation to parenting stress, coping, and diabetes outcomes, there is a need to examine similar variables among fathers. The aim of the present study was to examine if fathers' use of problem-solving skills was related to parenting stress and diabetes regimen adherence and if problem-solving skills moderated the associations between paternal involvement in diabetes care and parenting stress in a national online sample of 215 fathers of children with T1D. Self-report measures completed by fathers through Qualtrics included a demographic and disease-related questionnaire, the Social Problem-Solving Inventory-Revised; Parenting Stress Index-Fourth Edition, Short Form; Pediatric Inventory for Parents; Dads' Active Disease Support Scale; and Self-Care Inventory-Revised. Pearson correlations were computed to assess associations among study variables. Four separate multiple linear regression analyses were conducted to determine the interactive effects of problem-solving skills and paternal involvement on parenting stress. Analyses revealed a large positive correlation between problem-solving skills and general parenting stress (r = .63), and a large negative correlation between problem-solving skills and pediatric parenting stress (r = -.52). The interaction between problem-solving skills and father involvement accounted for a significant amount of variance in a general parenting stress subscale (p < .01) and pediatric parenting stress (p < .05). These results highlight the importance of problem-solving skills for father outcomes in the context of T1D while implicating the potential benefit of a problem-solving intervention for this population.

Developing of physics teaching materials based on authentic learning to train problem-solving skills

Authentic learning as a means that allows students to develop knowledge transferred to real-world practice. This research aimed at determining the validity, the practicality and the effectivity of the use of physics teaching materials based on authentic learning. This research type is a research and development using the ADDIE model. The subjects of the trial were 33 students of class X at one of the high schools in Banjarmasin. The research instruments were validation sheets, observation sheets for lesson plan implementation, student achievement results and problem-solving skills assessment sheets. The results showed that: (1) the validity of the Physics teaching materials based on authentic learning was very high with an average value of 3.68, (2) practicality with an average of 3.68 criteria very high, (3) effective in improving aspects of knowledge of students who are classified as moderate with a gain score of 0.6 and problem-solving skills is adequately trained. It was concluded that the physics teaching materials based on authentic learning were declared valid, practical and effective to train problem-solving skills. This problem-solving skills is also useful for students to get success in real life.

The effectiveness of PO2E2W learning model on natural science learning to improve problem solving skills of primary school students

The PO2E2W learning model (problem oriented, observation, explanation, orientation, and write in science) is a self-regulated learning-oriented learning model that is designed to improve problem-solving skills. The purpose of this study is to analyse the effectiveness of PO2E2W learning model on natural science learning to change the problemsolving skills of primary school students. This research used one group pre-test and post-test design in fourth grade students of academic year 2017/2018. Students’ problem-solving skills were measured by using Problem-Solving Skills Assessment Sheet (PSSAS) and Student Response Questionnaire. The indicators of problem-solving skills include representing the problems, developing solutions, justifying proposed solutions, and evaluating the solutions. The data analysis technique used Paired test, n-gain, and Independent test. The results of the study prove that: (1) There is an increase in problem-solving skills of primary school students at α = 5%; (2) The average score of n-gain of the students’ problem-solving skill was in medium category; (3) There is no significant (consistent) difference on the natural science problem-solving skills in all groups, and (4) Students responded very positively. Therefore, the learning model of PO2E2W on natural science learning has proven to be effective to improve the problem-solving skill of primary school students.

The effectiveness of OrDeP2E learning model to train the natural science problem-solving skills of primary school students

The OrDeP2E learning model (Problem Orientation, Problem Definition, Hypothesis Submission, Hypothesis Testing, and Evaluation) is a natural science learning model that refers to a scientific approach to train the students’ natural science problem-solving skills. The purpose of this study is to analyse the effectiveness of OrDeP2E model to change the problem-solving skills of primary school students. This study used one group pre-test and post-test design toward the primary school students of 2017/2018 academic year. The students’ problem-solving skills were measured by using the Natural Science Problem-solving Skills Assessment Sheet (NSPSSAS) and Student Response Questionnaire. The indicators of natural science problem-solving skills include identifying problems, formulating problems, making hypothesis, conducting experiment, and drawing conclusions. The data analysis technique used Paired test, n-gain, and Independent test. The result of the research proves that: 1) There is an improvement on the primary school students’ natural science problem-solving skills on = 5%; 2) The average n-gain score of students’ natural science problem-solving skills were in high category; 3) there is no significant difference (consistent) n-gain on students’ natural science problem-solving skills in all groups; and 4) Students responded very positively. Therefore, the OrDeP2E learning model has proven to be effective to solve the natural science problem-solving skills of primary school students.

The improvement of students physics problem solving skills through the implementation of PO2E2W learning model assisted PhET media

The purpose of this research was to improve students’ physics problem solving skills through the implementation of PO2E2W learning model assisted PhET media on physics learning. This research used one group pre-test and post-test design at 64 students academic year 2017/2018. Students physics problem solving skills were measured by using Problem Solving Skills Assessment Sheet (PSSAS). Data analysis technique used Paired t-test, n-gain, and Independent t-test. The result of this research proved that: (1) there was improvement of student physics problem solving skill at α = 5%, (2) average score of n-gain physics problem solving skill 0.81 (high category), (3) there was no difference (consistency) n-gain students physics problem solving skills in all groups, and (4) students response were very positive toward the implementation of PO2E2W learning model assisted PhET media. Therefore the PO2E2W learning model assisted PhET media had been proven to be effective in improving the physics problem solving skills of senior high school students. The implication of PO2E2W learning model with PhET media study can be used as a solution to improve physics problem solving skills of senior high school students.

Implementation of the PjBL model to enhance problem solving skill and skill competency of community college student

The research aims at enhance problem solving ability and competency skills of students. The method used was classroom action research in the course of welding practice with a group of 10 students. The research data obtained from the problem solving skills assessment interview techniques, competency skills gained from the project assessment and a written test, and the improvement data were analyzed using average gain (g). PjBL model provides students the opportunity to solve the problems of the real world by creating innovative works through their project work. PjBL model provides opportunities and experiences for students to solve the problem so the next project the students already have experience and ability to make decisions about what effort needs to be done to solve the problem. The power of thinking ability in solving the problem implications for increasing student competency skills, because any problems found can be resolved properly so that the process and the work of students increased for the better. From these results be obtained conclude the implementation of project based learning models can enhance the problem solving ability and competency skills of students.

Online and other ICT-based Assessment Tools for Problem-solving Skills

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.

Adversity Quotient and Problem-solving Skills in Advanced Algebra

Problem-solving is a 21st century necessity, but the disconcerting results in the recent international assessment of problem-solving skills reveal an obvious failure to put this into action in classrooms. The purpose of the study was to ascertain the adversity quotient and its relationship to the problem-solving skills of 76 fourth-year high school students. Specifically, the study intended to determine the students' adversity profile in terms of the dimensions of adversity quotient and level of problem-solving skills in terms of the cognitive processes and to ascertain which adversity quotient dimension would best predict the problem-solving skills. The researcher employed a descriptive-correlation method, utilized a questionnaire adapted from Stoltz's Adversity Response Profile and a constructed problem-solving test in Advanced Algebra, and used mean, Pearson r, and multiple regression in the analysis of data. The findings revealed that the adversity quotient profile of the students is moderate and the problem-solving skill of the students is satisfactory.The level of adversity quotient and problem-solving skills of the respondents were found to be significantly related, and reach is the most efficient predictor of one's problem-solving skills.

Computerized adaptive tutorials to improve and assess problem-solving skills

Recent research studies have reported on how novices and experts differ in storing, organizing, and retrieving subject matter knowledge and on how they apply their knowledge to solve new problems. These findings have been integrated and implemented in a computer environment to help novices improve their problem-solving skills. An outline of this implementation and the manner in which it is used in an undergraduate hydraulic engineering course are presented. Student feedback on the educational value of this approach as well as data to demonstrate the improvement in their problem-solving abilities are also included. Preliminary evidence supporting the validity of computerized assessment of problem-solving skills is also included.

Automatic Assessment of Problem-Solving Skills in Mathematics

Since 1985 the CALM Project for computer aided learning in mathematics at Heriot-Watt University in Edinburgh has delivered automatic assessment to large groups of students in engineering and science. Initially, CALM used the computer to assess basic mathematical skills/techniques and acquired facts/knowledge. CALM has been proud of its testing capability, providing as it does a comparison of numerical and mathematical expressions as answers. This is well beyond the multiple-choice format favoured in some subjects but not appropriate in much of mathematics. However, much progress has been made through the design of intermediate steps, the inclusion of hints and the extension of question types. In the SCHOLAR Project, delivered over the Web to 58,000 students in all Scottish schools during the last academic year, more complex mathematical skills have been tested automatically using the on-line assessment engine known as CUE. This article addresses the advances in automatic assessment with particular emphasis on mathematics. The capability of the computer to assess more general problem-solving skills in mathematics is explored. The article concludes with some thoughts on how the subject might expand in the near future.

Automatic Assessment of Problem-Solving Skills in Mathematics

Automatic Assessment of Problem-Solving Skills in Mathematics

Self-appraised problem solving and pain-relevant social support as predictors of the experience of chronic pain.

The purpose of this study was to examine the contributions of self-appraised problem-solving competence and pain-relevant social support to the prediction of pain, depression, and disability. The 234 chronic pain patients referred for participation in a comprehensive pain management program were administered self-report measures of pain, depression, disability, pain-relevant social support, and problem solving. Hierarchical multiple-regression analyses revealed that lower self-appraised problem-solving competence was related to increased pain, depression, and disability. Pain-relevant social support was directly related to pain and disability but indirectly related to depression. High levels of pain-relevant social support were found to buffer the relation between poorer self-appraised problem-solving competence and depressive symptoms. The results support the assessment of problem-solving skills in chronic pain patients and the investigation and utility of interventions aimed at increasing adaptive pain-relevant social support.