Dynamic Problem Solving: A New Assessment Perspective
Applied Psychological Measurement, 36(3), 189-213, 2012
26 Pages Posted: 2 Jul 2012 Last revised: 3 Jul 2012
Date Written: July 2, 2012
Abstract
This article addresses two unsolved measurement issues in dynamic problem solving (DPS) research: (a) unsystematic construction of DPS tests making a comparison of results obtained in different studies difficult and (b) use of time-intensive single tasks leading to severe reliability problems. To solve these issues, the MicroDYN approach is presented, which combines (a) the formal framework of linear structural equation models as a systematic way to construct tasks with (b) multiple and independent tasks to increase reliability. Results indicated that the assumed measurement model that comprised three dimensions, information retrieval, model building, and forecasting, fitted the data well (n=114 students) and could be replicated in another sample (n=140), showing excellent reliability estimates for all dimensions. Predictive validity of school grades was excellent for model building but nonexistent for the other two MicroDYN dimensions and for an additional measure of DPS. Implications are discussed.
Keywords: MicroDYN, complex problem solving, dynamic linear equations, dynamic problem solving, finite state automaton, measurement, psychometrics
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