Abstract This article presents key steps in the design and analysis of a computer based problem-solving assessment featuring interactive tasks.
Computer-Based Problem Solving Process is a work intended to offer a systematic treatment to the theory and practice of designing, implementing, and using. Request PDF on ResearchGate | Computer-Based Problem Solving Process | One side-effect of having made great leaps in computing over the last few.
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 Microsoft Excel template for data transcription named a Temporal Evidence Map. 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.
Self-regulation has two main components—motivation and metacognition—and each of them has two components respectively. Motivation consists of effort and self-efficacy, and metacognition consists of self-checking and planning. Another view that we are exploring in our lab is to conceptualize our research in terms of feedback in a dynamic testing environment. In order to fulfill the claims made for it, dynamic testing involves testing not only end products but also learning processes. This type of testing is quite different from traditional, static testing, which only assesses the learned end products.
According to Grigorenko and Sternberg, in traditional static testing, feedback about performance is usually not given during a test. In dynamic testing, feedback is given during the test to help assess learning. In dynamic testing, an examiner presents a sequence of gradually more difficult tasks.
After each student performance, the examiner gives the student feedback and continues until the student either solves the problem or chooses to give up. The basic goal of dynamic testing is to see, when feedback is given, whether test takers change and how they change. This is done through provision of feedback during the test; however, there are no agreed-upon ideas about how much information should be included in the feedback, nor about how quantitative measures could be derived.
We believe such a framework will provide a theoretical rationale for our continuing research on the assessment of collaborative problem solving. Gottman Ed.
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Open Journal Systems. Interactive computer based assessment tasks: How problem-solving process data can inform instruction. Abstract 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.