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Autor*innen: Eichmann, Beate; Goldhammer, Frank; Greiff, Samuel; Brandhuber, Liene; Naumann, Johannes
Titel: Using process data to explain group differences in complex problem solving
In: Journal of Educational Psychology, 112 (2020) 8, S. 1546-1562
DOI: 10.1037/edu0000446
URN: urn:nbn:de:0111-pedocs-232721
URL: https://nbn-resolving.org/urn:nbn:de:0111-pedocs-232721
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: PISA <Programme for International Student Assessment>; Problemlösen; Schülerleistung; Leistungsmessung; Geschlechtsspezifischer Unterschied; Migrationshintergrund; Computerunterstütztes Verfahren; Logdatei; Interaktion; Exploration; Verhalten; Vorwissen; Wirkung; Indikator; Leistung; Unterschied; Messverfahren; OECD-Länder
Abstract: In large-scale assessments, performance differences across different groups are regularly found. These group differences (e.g., gender differences) are often relevant for educational policy decisions and measures. However, the formation of these group differences usually remains unclear. We propose an approach for investigating this formation by considering behavioral process measures as mediating variables between group membership and performance on the 2012 Programme for International Student Assessment complex problem solving (CPS) items. We found that across all investigated countries interactive behavior can fully explain gender differences in CPS, but cannot explain differences between students with and without a migration background. However, in some countries these results differ from the cross-country results. Our results indicate that process measures derived from log data are useful for further investigating and explaining performance differences between girls and boys and students with and without migration background. (DIPF/Orig.)
DIPF-Abteilung: Bildungsqualität und Evaluation