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Toth, Krisztina R.; Molnar, Gyongyvér; Wustenberg, Sascha; Greiff, Samuel; Csapo, Beno:

Measuring adults dynamic problem solving competency

In: European Association for Research on Learning and Instruction (Hrsg.): Book of abstracts and extended summaries Leuven : EARLI (2011) , 1421-1422

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4. Beiträge in Sammelwerken; Tagungsband/Konferenzbeitrag/Proceedings

Computerunterstütztes Verfahren, Erwachsener, Kompetenz, Leistungsmessung, Leistungstest, Motivation, Problemlösen, Selbstwirksamkeit, Technologiebasiertes Testen, Ungarn

Compared to traditional paper-and-pencil testing, technology-based assessment (TBA) offers the possibility to measure new constructs e.g. by using rich stimulus materials during testing. One example for the innovative use of TBA is the MicroDYN approach that measures dynamic problem solving (DPS). It integrates several advantages of computerized testing: it accomplishes a testing system involving everyday situation tasks, in which variables influence one or more outcomes, and provides the opportunity to assess dynamics. The user thereby has to interact with a system. In this paper we present the results of a first pilot study that measures adults DPS competences in Hungary. Our aims are to (1) describe the internal structure of adults competency level in DPS; (2) to identify item characteristics affecting item difficulty and (3) to depict relationships between DPS and a background data set (consisting of motivation, ICT-related variables). The MicroDYN test was composed of 8 complex and dynamic items. Results indicate that the internal structure of adults competency level could be best described with a two dimensional model (two facets: model building and forecasting). The examination of item level characteristics identified the quality of effects as a responsible factor for item difficulty. Based on background variables, adults DPS competency did not show significant relationships with ICT related variables, self efficacy and some of the measured motivational aspects. However, higher DPS-scores were generally associated with success orientation and job qualification.

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