scholarly journals Interactive computer based assessment tasks: How problem-solving process data can inform instruction

2010 ◽  
Vol 26 (5) ◽  
Author(s):  
Nathan Zoanetti
Keyword(s):  
Problem Solving ◽  
A Priori ◽  
Individual Student ◽  
Process Data ◽  
Evidence Map ◽  
Traditional Assessment ◽  
Targeted Instruction ◽  
Computer Based ◽  
Problem Solving Process ◽  
Key Steps

<span>This article presents key steps in the design and analysis of a computer based problem-solving assessment featuring interactive tasks. The purpose of the assessment is to support targeted instruction for students by diagnosing strengths and weaknesses at different stages of problem-solving. The first focus of this article is the task piloting methodology, which demonstrates the relationship between process data and a priori documented problem-solving behaviours. This work culminated in the design of a </span><em>Microsoft Excel</em><span> template for data transcription named a </span><em>Temporal Evidence Map</em><span>. The second focus of this article is to illustrate how evidence from process data can be accumulated to produce and report instructionally useful information not available through traditional assessment approaches. This is demonstrated through the production of reports profiling individual student outcomes against important aspects of problem solving.</span>

Proses Berpikir Logis Siswa Sekolah Dasar Bertipe Kecerdasan Logis Matematis dalam Memecahkan Masalah Matematika

2014 ◽  
Vol 2 (2) ◽  
Author(s):  
Liska Yanti Pane ◽  
Kamid Kamid ◽  
Asrial Asrial
Keyword(s):  
Problem Solving ◽  
Learning Process ◽  
Qualitative Method ◽  
Logical Thinking ◽  
Think Aloud ◽  
Process Data ◽  
Thinking Process ◽  
Problem Solving Process ◽  
Problem Solving Strategy ◽  
Solving Strategy

This research aims to describe logical thinking process of a logical-mathematical intelligence student. We employ qualitative method to disclose the subject’s learning process. Data are collected by interview and modified think aloud methods. The results show that subject has capability to find and organize problems and data correctly. Subject describes conditions that are needed to do the steps of problem solving strategy. The steps are done systematically until the end of problem solving process.

scholarly journals A Continuous-Time Dynamic Choice Measurement Model for Problem-Solving Process Data

Psychometrika ◽  
2020 ◽  
Author(s):  
Yunxiao Chen
Keyword(s):  
Problem Solving ◽  
Continuous Time ◽  
Measurement Model ◽  
Complex Data ◽  
Process Data ◽  
Dynamic Choice ◽  
Time Dynamic ◽  
Log File ◽  
Problem Solving Process ◽  
Problem Solving Competency

AbstractProblem solving has been recognized as a central skill that today’s students need to thrive and shape their world. As a result, the measurement of problem-solving competency has received much attention in education in recent years. A popular tool for the measurement of problem solving is simulated interactive tasks, which require students to uncover some of the information needed to solve the problem through interactions with a computer-simulated environment. A computer log file records a student’s problem-solving process in details, including his/her actions and the time stamps of these actions. It thus provides rich information for the measurement of students’ problem-solving competency. On the other hand, extracting useful information from log files is a challenging task, due to its complex data structure. In this paper, we show how log file process data can be viewed as a marked point process, based on which we propose a continuous-time dynamic choice model. The proposed model can serve as a measurement model for scaling students along the latent traits of problem-solving competency and action speed, based on data from one or multiple tasks. A real data example is given based on data from Program for International Student Assessment 2012.

The Influence of Personality Composition in Applied Piano Groups

1977 ◽  
Vol 25 (3) ◽  
pp. 171-183 ◽  
Author(s):  
Valerie Suchor
Keyword(s):  
Problem Solving ◽  
Group Process ◽  
Student Perception ◽  
Process Data ◽  
Student Groups ◽  
Verbal Activity ◽  
Group Type ◽  
Teacher Flexibility ◽  
And Performance ◽  
Problem Solving Process

A one-session study of six four-student groups investigated problem-solving and performance in piano as influenced by a judging-perceiving personality preference of the Myers-Briggs Type Indicator. Three group types were formed from the freshman music majors of nonkeyboard concentration: predominately judging, predominately perceiving, and equally mixed. The task involved both the harmonization and performance of the melody. Groups were scored on two factors of performance: aesthetic-expressive and accurate. Group process was evaluated by dividing the sessions into time segments and encoding verbal activity into six problem-solving behaviors. As a measure of student perception, each student completed a questionnaire. No difference was found in performance results; however, each group type developed its own problem-solving process. Significant differences were found in the amount of total verbal activity, specific verbal behavior, and student perception of group process. Data suggest the importance of teacher flexibility in developing an optimal problem-solving process.

Analyzing Process Data from Problem-Solving Items with N-Grams

2016 ◽  
pp. 750-777 ◽  
Author(s):  
Qiwei He ◽  
Matthias von Davier
Keyword(s):  
Problem Solving ◽  
Task Performance ◽  
Language Processing ◽  
Large Scale ◽  
Process Data ◽  
Action Sequence ◽  
Sequential Action ◽  
Item Development ◽  
Sequence Patterns ◽  
Computer Based

This chapter draws on process data recorded in a computer-based large-scale program, the Programme for International Assessment of Adult Competencies (PIAAC), to address how sequences of actions recorded in problem-solving tasks are related to task performance. The purpose of this study is twofold: first, to extract and detect robust sequential action patterns that are associated with success or failure on a problem-solving item, and second, to compare the extracted sequence patterns among selected countries. Motivated by the methodologies of natural language processing and text mining, we utilized feature selection models in analyzing the process data at a variety of aggregate levels and evaluated the different methodologies in terms of predictive power of the evidence extracted from process data. It was found that action sequence patterns significantly differed by performance groups and were consistent across countries. This study also demonstrated that the process data were useful in detecting missing data and potential mistakes in item development.

scholarly journals Constructing mental diagrams during problem-solving in mathematics

Pythagoras ◽  
2021 ◽  
Vol 42 (1) ◽  
Author(s):  
Vimolan Mudaly
Keyword(s):  
Problem Solving ◽  
A Priori ◽  
Real Life ◽  
First Year ◽  
Mental Images ◽  
Problem Solving Skills ◽  
Mathematics Problem Solving ◽  
Life Issues ◽  
Problem Solving Process ◽  
The Given

In mathematics, problem-solving can be considered to be one of the most important skills students need to develop, because it allows them to deal with increasingly intricate mathematical and real-life issues. Often, teachers attempt to try to link a problem with a drawn diagram or picture. Despite these diagrams, whether given or constructed, the student still individually engages in a private discourse about the problem and its solution. These discourses are strongly influenced by their a priori knowledge and the given information in the problem itself. This article explores first-year pre-service teachers’ mental problem-solving skills. The emphasis was not on whether they solved the problems, but rather on their natural instincts during the problem-solving process. The research shows that some students were naturally drawn to construct mental images during the problem-solving process while others were content to simply leave the question blank. The data were collected from 35 first-year volunteer students attending a second semester geometry module. The data were collected using task sheets on Google Forms and interviews, which were based on responses to the questions. An interpretive qualitative analysis was conducted in order to produce deeper meaning (insight). The findings point to the fact that teachers could try to influence how students think during the problem-solving process by encouraging them to engage with mental images.

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