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Analysing log file data from PIAAC
Goldhammer, Frank; Hahnel, Carolin; Kroehne, Ulf
Book Chapter
| Aus: Maehler, Débora B.; Rammstedt, Beatrice (Hrsg.): Large-scale cognitive assessment: Analyzing PIAAC data | Cham: Springer | 2020
40529 Endnote
Author(s):
Goldhammer, Frank; Hahnel, Carolin; Kroehne, Ulf
Title:
Analysing log file data from PIAAC
In:
Maehler, Débora B.; Rammstedt, Beatrice (Hrsg.): Large-scale cognitive assessment: Analyzing PIAAC data, Cham: Springer, 2020 (Methodology of Educational Measurement and Assessment), S. 239-269
DOI:
10.1007/978-3-030-47515-4_10
URL:
https://link.springer.com/chapter/10.1007/978-3-030-47515-4_10
Publication Type:
4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Language:
Englisch
Keywords:
PIAAC (Programme for the International Assessment of Adult Competencies); Technologiebasiertes Testen; Computerunterstütztes Verfahren; Logdatei; Datenanalyse; Software; Tools; Nutzung; Forschung; Zugang; Dokumentation
Abstract:
The OECD Programme for the International Assessment of Adult Competencies (PIAAC) was the first computer-based large-scale assessment to provide anonymised log file data from the cognitive assessment together with extensive online documentation and a data analysis support tool. The goal of the chapter is to familiarise researchers with how to access, understand, and analyse PIAAC log file data for their research purposes. After providing some conceptual background on the multiple uses of log file data and how to infer states of information processing from log file data, previous research using PIAAC log file data is reviewed. Then, the accessibility, structure, and documentation of the PIAAC log file data are described in detail, as well as how to use the PIAAC LogDataAnalyzer to extract predefined process indicators and how to create new process indicators based on the raw log data export.
DIPF-Departments:
Bildungsqualität und Evaluation
Incremental validity of online over offline reports of volitional control in predicting learning […]
Breitwieser, Jasmin; Neubauer, Andreas; Brod, Garvin
Journal Article
| In: Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie | 2019
41369 Endnote
Author(s):
Breitwieser, Jasmin; Neubauer, Andreas; Brod, Garvin
Title:
Incremental validity of online over offline reports of volitional control in predicting learning success
In:
Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 51 (2019) 2, S. 204-215
DOI:
10.1026/0049-8637/a000219
URL:
https://econtent.hogrefe.com/doi/10.1026/0049-8637/a000219
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language:
Englisch
Keywords:
Selbstregulation; Student; Datenerfassung; Einflussfaktor; Prognose; Lernerfolg; Methode; Messverfahren; Fragebogen; Online; Tagebuch; Logdatei; Lernziel; Wille; Selbsteinschätzung; Erhebungsinstrument; Vergleich
Abstract:
Volitionale Kontrolle ist ein integraler Bestandteil selbstregulierten Lernens und ein wichtiger Faktor zur Erklärung individueller Unterschiede in der akademischen Leistung. Unterschiedliche Erhebungsmethoden zur Erfassung volitionaler Kontrolle wurden bisher jedoch selten systematisch untersucht. Zwei gebräuchliche Methoden sind a) Offline-Fragebogen, in welchen über einen längeren Zeitraum aggregierte Lernerfahrungen erfragt werden und b) Online-Fragebogen wie etwa Lerntagebücher, die Lernerfahrungen zeitnah erfassen. Wir verglichen die beiden Erhebungsmethoden bei 96 Medizinstudierenden, die sich auf das Zweite Staatsexamen vorbereiteten. Das Erreichen selbstgesetzter Lernziele wurde mittels Logfile-Daten objektiv gemessen. Die täglichen Einschätzungen der Studierenden erklärten substantielle Varianz in der Lernzielerreichung über den Offline-Fragebogen hinaus, was für die inkrementelle Validität von Online-Erhebungen der Selbstregulation spricht. Darüber hinaus erklärten die Lerntagebuchdaten zur volitionalen Kontrolle intra-individuelle tägliche Schwankungen in der Lernzielerreichung. Die vorliegende Studie legt daher nahe, dass Lerntagebucherfassungen, obgleich aufwändig, deutliche Vorteile gegenüber Offline-Fragebogen haben. (DIPF/Orig.)
Abstract (english):
Volitional control (i. e., efforts to maintain goal striving in the face of obstacles) is an integral part of self-regulated learning and an important factor for explaining individual differences in academic performance. However, differences between the various methods for assessing volitional control have rarely been investigated. Two common methods are (a) offline questionnaires, in which respondents aggregate experiences over a longer period of time, and (b) online questionnaires such as learning diaries, which assess respondents' experiences close to the learning event. We compared these assessment approaches in 96 medical students who prepared for a high-stakes exam. Achievement of self-set learning goals was measured objectively via logfiles of students' activities on a learning platform. Daily reports of volitional control explained substantial variance in the achievement of learning goals over and above the offline questionnaire, indicating incremental validity of online assessments of self-regulation. Moreover, the daily reports of volitional control could explain intra-individual day-to-day variance in goal achievement. The current study, thus, suggests that learning diaries, albeit cumbersome, have clear advantages over offline questionnaires. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
The role of planning in complex problem solving
Eichmann, Beate; Goldhammer, Frank; Greiff, Samuel; Pucite, Liene; Naumann, Johannes
Journal Article
| In: Computers & Education | 2019
38657 Endnote
Author(s):
Eichmann, Beate; Goldhammer, Frank; Greiff, Samuel; Pucite, Liene; Naumann, Johannes
Title:
The role of planning in complex problem solving
In:
Computers & Education, 128 (2019) , S. 1-12
DOI:
10.1016/j.compedu.2018.08.004
URN:
urn:nbn:de:0111-dipfdocs-174087
URL:
https://nbn-resolving.org/urn:nbn:de:0111-dipfdocs-174087
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Problemlösen; Planung; Technologiebasiertes Testen; Logdatei; PISA <Programme for International Student Assessment>
Abstract:
Complex problem solving (CPS) is a highly transversal competence needed in educational and vocational settings as well as everyday life. The assessment of CPS is often computer-based, and therefore provides data regarding not only the outcome but also the process of CPS. However, research addressing this issue is scarce. In this article we investigated planning activities in the process of complex problem solving. We operationalized planning through three behavioral measures indicating the duration of the longest planning interval, the delay of the longest planning interval and the variance of intervals between each two successive interactions. We found a significant negative average effect for our delay indicator, indicating that early planning in CPS is more beneficial. However, we also found effects depending on task and interaction effects for all three indicators, suggesting that the effects of different planning behaviors on CPS are highly intertwined. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
Validating process variables of sourcing in an assessment of multiple document comprehension
Hahnel, Carolin; Kroehne, Ulf; Goldhammer, Frank; Schoor, Cornelia; Mahlow, Nina; Artelt, Cordula
Journal Article
| In: British Journal of Educational Psychology | 2019
39118 Endnote
Author(s):
Hahnel, Carolin; Kroehne, Ulf; Goldhammer, Frank; Schoor, Cornelia; Mahlow, Nina; Artelt, Cordula
Title:
Validating process variables of sourcing in an assessment of multiple document comprehension
In:
British Journal of Educational Psychology, 89 (2019) 3, S. 524-537
DOI:
10.1111/bjep.12278
URN:
urn:nbn:de:0111-dipfdocs-191514
URL:
https://onlinelibrary.wiley.com/doi/full/10.1111/bjep.12278
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language:
Englisch
Keywords:
Leistungsmessung; Technologiebasiertes Testen; Dokument; Verstehen; Quelle; Information; Strategie; Logdatei; Indikator; Validität; Student; Universität; Deutschland
Abstract:
Background: With digital technologies, competence assessments can provide process data, such as mouse clicks with corresponding timestamps, as additional information about the skills and strategies of test takers. However, in order to use variables generated from process data sensibly for educational purposes, their interpretation needs to be validated with regard to their intended meaning. Aims: This study seeks to demonstrate how process data from an assessment of multiple document comprehension can be used to represent sourcing, which summarizes activities for the consideration of the origin and intention of documents. The investigated process variables were created according to theoretical assumptions about sourcing, and systematically tested for differences between persons, units (i.e., documents and items), and properties of the test administration. Sample: The sample included 310 German university students (79.4% female), enrolled in several bachelor's or master's programmes of the social sciences and humanities. Methods: Regarding the hierarchical data structure, the hypotheses were analysed with generalized linear mixed models (GLMM). Results: The results mostly revealed expected differences between individuals and units. However, unexpected effects of the administered order of units and documents were detected. Conclusions: The study demonstrates the theory‐informed construction of process variables from log‐files and an approach for empirical validation of their interpretation. The results suggest that students apply sourcing for different reasons, but also stress the need of further validation studies and refinements in the operationalization of the indicators investigated. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
The role of cognitive load in university students' comprehension of multiple documents
Hahnel, Carolin; Schoor, Cornelia; Kroehne, Ulf; Goldhammer, Frank; Mahlow, Nina; Artelt, Cordula
Journal Article
| In: Zeitschrift für Pädagogische Psychologie | 2019
39546 Endnote
Author(s):
Hahnel, Carolin; Schoor, Cornelia; Kroehne, Ulf; Goldhammer, Frank; Mahlow, Nina; Artelt, Cordula
Title:
The role of cognitive load in university students' comprehension of multiple documents
In:
Zeitschrift für Pädagogische Psychologie, 33 (2019) 2, S. 105-118
DOI:
10.1024/1010-0652/a000238
URN:
urn:nbn:de:0111-pedocs-237814
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-237814
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Student; Kognition; Belastung; Verstehen; Dokument; Aufgabe; Schwierigkeit; Problemlösen; Verhalten; Arbeitsgedächtnis; Einflussfaktor; Vorwissen; Text; Quelle; Logdatei; Universität
Abstract:
Die Studie untersucht das Belastungserleben (Cognitive Load) von Studierenden beim Bearbeiten von Aufgaben, die das Verstehen multipler Dokumente erfordern (Multiple Document Comprehension, MDC). Es wurde geprüft, inwiefern die wahrgenommene Aufgabenschwierigkeit und die mentale Anstrengung von 310 Studierenden durch aufgabenspezifische Eigenschaften, individuelle Merkmale und ihr Bearbeitungsverhalten bestimmt werden und darüber hinaus MDC erklären. Für die Aufgabenschwierigkeit wurde gezeigt, dass sie mit der Dokumentenanzahl, der Textlänge, dem Studienniveau sowie der Berücksichtigung von Quellen in Zusammenhang steht. Die mentale Anstrengung wurde durch die Textlänge, das Studienniveau und Bearbeitungszeiten vorhergesagt. Unter Einschluss dieser Variablen als Kovariaten war das Belastungserleben inkrementell prädiktiv für MDC. Die Ergebnisse werden dahingehend diskutiert, wie Arbeitsgedächtnisressourcen den Prozess des Verstehens multipler Dokumente gestalten können. (DIPF/Orig.)
Abstract (english):
The study investigates the cognitive load of students working on tasks that require the comprehension of multiple documents (Multiple Document Comprehension, MDC). In a sample of 310 students, perceived task difficulty (PD) and mental effort (ME) were examined in terms of task characteristics, individual characteristics, and students' processing behavior. Moreover, it was investigated if PD and ME can still contribute to MDC while controlling for these variables. The perceived difficulty of the task was shown to be related to the number of documents, text length, study level, and sourcing. Mental effort was predicted by text length, study level, and processing time. When including these variables as covariates, cognitive load was incrementally predictive of MDC. The results are discussed in terms of how working memory resources can shape the process of comprehending multiple documents. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
Invariance of the response processes between gender and modes in an assessment of reading
Kroehne, Ulf; Hahnel, Carolin; Goldhammer, Frank
Journal Article
| In: Frontiers in Applied Mathematics and Statistics | 2019
39231 Endnote
Author(s):
Kroehne, Ulf; Hahnel, Carolin; Goldhammer, Frank
Title:
Invariance of the response processes between gender and modes in an assessment of reading
In:
Frontiers in Applied Mathematics and Statistics, (2019) , S. 5:2
DOI:
10.3389/fams.2019.00002
URL:
https://www.frontiersin.org/articles/10.3389/fams.2019.00002/full
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language:
Englisch
Keywords:
Lesefertigkeit; Technologiebasiertes Testen; Computerunterstütztes Verfahren; Papier-Bleistift-Test; Antwort; Zeit; Messung; Item-Response-Theory; Modell; Geschlechtsspezifischer Unterschied; Logdatei; Datenanalyse; Empirische Untersuchung; Deutschland
Abstract:
In this paper, we developed a method to extract item-level response times from log data that are available in computer-based assessments (CBA) and paper-based assessments (PBA) with digital pens. Based on response times that were extracted using only time differences between responses, we used the bivariate generalized linear IRT model framework (B-GLIRT, [1]) to investigate response times as indicators for response processes. A parameterization that includes an interaction between the latent speed factor and the latent ability factor in the cross-relation function was found to fit the data best in CBA and PBA. Data were collected with a within-subject design in a national add-on study to PISA 2012 administering two clusters of PISA 2009 reading units. After investigating the invariance of the measurement models for ability and speed between boys and girls, we found the expected gender effect in reading ability to coincide with a gender effect in speed in CBA. Taking this result as indication for the validity of the time measures extracted from time differences between responses, we analyzed the PBA data and found the same gender effects for ability and speed. Analyzing PBA and CBA data together we identified the ability mode effect as the latent difference between reading measured in CBA and PBA. Similar to the gender effect the mode effect in ability was observed together with a difference in the latent speed between modes. However, while the relationship between speed and ability is identical for boys and girls we found hints for mode differences in the estimated parameters of the cross-relation function used in the B-GLIRT model. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
How to conceptualize, represent, and analyze log data from technology-based assessments? A generic […]
Kroehne, Ulf; Goldhammer, Frank
Journal Article
| In: Behaviormetrika | 2018
38895 Endnote
Author(s):
Kroehne, Ulf; Goldhammer, Frank
Title:
How to conceptualize, represent, and analyze log data from technology-based assessments? A generic framework and an application to questionnaire items
In:
Behaviormetrika, 45 (2018) 2, S. 527-563
DOI:
10.1007/s41237-018-0063-y
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language:
Englisch
Keywords:
Bildungsforschung; Empirische Forschung; Logdatei; Datenanalyse; Technologiebasiertes Testen; PISA <Programme for International Student Assessment>; Fragebogen; Konzeption; Testkonstruktion; Daten; Typologie; Hardware; Antwort; Verhalten; Dauer; Interaktion; Mensch-Maschine-Kommunikation; Indikator
Abstract:
Log data from educational assessments attract more and more attention and large-scale assessment programs have started providing log data as scientific use files. Such data generated as a by-product of computer-assisted data collection has been known as paradata in survey research. In this paper, we integrate log data from educational assessments into a taxonomy of paradata. To provide a generic framework for the analysis of log data, finite state machines are suggested. Beyond its computational value, the specific benefit of using finite state machines is achieved by separating platform-specific log events from the definition of indicators by states. Specifically, states represent filtered log data given a theoretical process model, and therefore, encode the information of log files selectively. The approach is empirically illustrated using log data of the context questionnaires of the Programme for International Student Assessment (PISA). We extracted item-level response time components from questionnaire items that were administered as item batteries with multiple questions on one screen and related them to the item responses. Finally, the taxonomy and the finite state machine approach are discussed with respect to the definition of complete log data, the verification of log data and the reproducibility of log data analyses. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
Educational process mining. New possibilities for understanding students' problem-solving skills
Tóth, Krisztina; Rölke, Heiko; Goldhammer, Frank; Barkow, Ingo
Book Chapter
| Aus: Csapó, Benő;Funke, Joachim (Hrsg.): The nature of problem solving: Using research to inspire 21st century learning | Paris: OECD Publishing | 2017
37734 Endnote
Author(s):
Tóth, Krisztina; Rölke, Heiko; Goldhammer, Frank; Barkow, Ingo
Title:
Educational process mining. New possibilities for understanding students' problem-solving skills
In:
Csapó, Benő;Funke, Joachim (Hrsg.): The nature of problem solving: Using research to inspire 21st century learning, Paris: OECD Publishing, 2017 , S. 193-209
DOI:
10.1787/9789264273955-14-en
Publication Type:
4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Language:
Englisch
Keywords:
Computer; Problemlösen; Schüler; Kompetenz; Schülerleistung; Leistungsmessung; Technologiebasiertes Testen; Datenanalyse; Data Mining; Logdatei; Informationssystem; Datenbank; Visualisierung; Interaktion; Verhalten
Abstract:
The assessment of problem-solving skills heavily relies on computer-based assessment (CBA). In CBA, all student interactions with the assessment system are automatically stored. Using the accumulated data, the individual test-taking processes can be reproduced at any time. Going one step further, recorded processes can even be used to extend the problem-solving assessment itself: the test-taking process-related data gives us the opportunity to 1) examine human-computer interactions via traces left in the log file; 2) map students' response processes to find distinguishable problem-solving strategies; and 3) discover relationships between students' activities and task performance. This chapter describes how to extract process-related information from event logs, how to use these data in problem-solving assessments and describes methods which help discover novel, useful information based on individual problem-solving behaviour. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation; Informationszentrum Bildung
A model of online reading engagement. Linking engagement, navigation, and performance in digital […]
Naumann, Johannes
Journal Article
| In: Computers in Human Behavior | 2015
35613 Endnote
Author(s):
Naumann, Johannes
Title:
A model of online reading engagement. Linking engagement, navigation, and performance in digital reading
In:
Computers in Human Behavior, 53 (2015) , S. 263-277
DOI:
10.1016/j.chb.2015.06.051
URN:
urn:nbn:de:0111-pedocs-179745
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-179745
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Digitale Medien; Hypertext; Internet; Lesekompetenz; Lesen; Leseverhalten; Logdatei; Mediennutzung; Metaanalyse; Modell; Motivation; Online; PISA <Programme for International Student Assessment>; Schüler; Soziales Netzwerk; World wide web 2.0
Abstract:
A model of online reading engagement is outlined. This model proposes that online reading engagement predicts dedication in digital reading. Dedication in digital reading according to the model is reflected in task-adaptive navigation, and task-adaptive navigation predicts digital reading performance over and above print reading skill. Information engagement is assumed to positively predict task-adaptive navigation, while social engagement is assumed to negatively predict task-adaptive navigation. These hypotheses were tested using OECD PISA 2009 Digital Reading Assessment data from 17 countries and economies (N = 29,395). Individual task responses served as the primary unit of analysis. Linear mixed models were used to predict navigation behavior from the interaction of information and social online reading engagement with navigation demands. High information engagement was associated with more task-adaptive navigation behavior, as shown by significant positive interactions between information engagement and tasks' navigation demands. In contrast, high social engagement was associated with less adaptive navigation behavior, as shown by negative interactions between social engagement and navigation demands. Generalized linear mixed models were used to predict task performance by the interaction of navigation demands and navigation behavior. Adaptive navigation behavior predicted digital reading task performance, as shown by significant interactions between navigation behavior and navigation demands. These results are in support of the proposed model of online reading engagement. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
Toward data-driven analyses of electronic text books
Boubekki, Ahcène; Kröhne, Ulf; Goldhammer, Frank; Schreiber, Waltraut; Brefeld, Ulf
Book Chapter
| Aus: Santos, O. C.; Boticario, J. G.; Romero, C.; Pechenizkiy, M.; Merceron, A.; Mitros, P.; Luna, J. M.; Mihaescu, C.; Moreno, P.; Hershkovitz, A.; Ventura, S.; Desmarais, M. (Hrsg.): Proceedings of the International Conference on Educational Data Mining (EMD 2015) 26-29 June Madrid, Spain | Madrid: International Educational Data Mining Society | 2015
35624 Endnote
Author(s):
Boubekki, Ahcène; Kröhne, Ulf; Goldhammer, Frank; Schreiber, Waltraut; Brefeld, Ulf
Title:
Toward data-driven analyses of electronic text books
In:
Santos, O. C.; Boticario, J. G.; Romero, C.; Pechenizkiy, M.; Merceron, A.; Mitros, P.; Luna, J. M.; Mihaescu, C.; Moreno, P.; Hershkovitz, A.; Ventura, S.; Desmarais, M. (Hrsg.): Proceedings of the International Conference on Educational Data Mining (EMD 2015) 26-29 June Madrid, Spain, Madrid: International Educational Data Mining Society, 2015 , S. 592-593
URL:
http://www.educationaldatamining.org/EDM2015/proceedings/poster592-593.pdf
Publication Type:
4. Beiträge in Sammelwerken; Tagungsband/Konferenzbeitrag/Proceedings
Language:
Englisch
Keywords:
Analyse; Belgien; Elektronisches Buch; Empirische Untersuchung; Geschichtsunterricht; Logdatei; Nutzerverhalten; Nutzung; Schulbuch; Typologie
Abstract (english):
We present data-driven log file analyses of an electronic text book for history, called the mBook, to support teachers in preparing lessons for their students. We represent user sessions as contextualised Markov processes of user sessions and propose a probabilistic clustering using expectation maximisation to detect groups of similar (i) sessions and (ii) users. (DIPF/Orig.)
DIPF-Departments:
Informationszentrum Bildung
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