Validation study of a method for assessing complex ill-structured problem solving by using causal representations

Eseryel, Deniz; Ge, Xun

doi:10.1007/s11423-013-9297-2

Cited by 44 publications

(31 citation statements)

References 47 publications

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“…In these kinds of cases, learning analytics needs to integrate new data science methods into the traditional panoply of educational research methods and provide mechanisms for analyzing digital learning experiences with high resolution and time sensitive data involving a diversity of issues such as the role and impacts of social and human-to-machine communications, automated learning assistants (Hasler et al 2013;Nair et al 2004), learner decisions and judgments by learners as well as experts (Eseryel et al 2013), characteristics of multidimensional items and constructs (Behrens et al 2011), effects of various media as performance prompts and the affordances of digital practice and performance workspaces (Connolly et al 2012;Dunleavy et al 2008).…”

Section: Data Science and Exploratory Psychometricsmentioning

confidence: 99%

“…The methods described here are associated with 'big data,' where information is flowing rapidly, is highly varied in format and grain size, and where the unit of analysis is quite small compared to the aggregated level where decisions need to be made (IBM 2015) Finally, when the aim is to better understand how people learn or how and to what degree they have acquired knowledge, there is a need for exploratory and iterative psychometric modeling appropriate for each situation. Since the well-known psychometric models in traditional tests do not readily apply in highly interactive digital learning environments, there is considerable uncertainty about the affordances of the performance spaces, how people will leave traces through the space, and what forms of internal and external validity will apply to the meaning of the traces (Choi et al 2010;Clarke-Midura et al 2012;Eseryel et al 2013). It seems natural then to assume that an iterative exploratory stance is called for when analyzing a newly constructed and little-studied virtual performance space.…”

Section: Introductionmentioning

confidence: 99%

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Exploratory Analysis in Learning Analytics

Gibson

Freitas

2015

Tech Know Learn

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This article summarizes the methods, observations, challenges and implications for exploratory analysis drawn from two learning analytics research projects. The cases include an analysis of a games-based virtual performance assessment and an analysis of data from 52,000 students over a 5-year period at a large Australian university. The complex datasets were analyzed and iteratively modeled with a variety of computationally intensive methods to provide the most effective outcomes for learning assessment, performance management and learner tracking. The article presents the research contexts, the tools and methods used in the exploratory phases of analysis, the major findings and the implications for learning analytics research methods.

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Section: Data Science and Exploratory Psychometricsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Exploratory Analysis in Learning Analytics

Gibson

Freitas

2015

Tech Know Learn

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“…For purposes of this study however, among these six, there were four research studies that focused on problem-solving skills and were relevant (see Table 2) for methods used to assess students' problem-solving skills. Eseryel, Ifenthaler and Ge (2013) focused on evaluating 9 th grade students' ill-structured and complex problem solving skills using an experimental automated reasoning tool. The study tested and validated the developed tool using an adapted protocol analysis method (APAM).…”

Section: Summary Of Types Of Programs and Measures Of Student Achievementioning

confidence: 99%

Framework for the Development of a Study on Authentic Problem Solving Skills in K-12 Grades

Shanta¹

2018

RMS

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Collectively identified as one of the 21 st century skills, critical thinking and problem solving skills (CT and PS) involved in solving authentic design problems are not assessed in traditional science and mathematics standardized testing or in most technology education K-12 classrooms. 21 st century learning outcomes are realized when students are able to gain deep understanding of science and math concepts, and, use the content and practices of these disciplines with the content and practices of technology and engineering to solve problems situated outside the classroom. For this to occur, integration of the disciplines in the instructional approach is essential (NRC, 2009;Sanders, 2012). Researchers have argued that the integrative STEM education (I-STEM ED) pedagogical approach (with its roots in technology education) promotes active learning through student discovery of using science and mathematics content and practices in novel situations. This paper presents the results of the literature review conducted to develop a framework for characterizing and defining CT and PS skills. Specifically, this paper is organized around the following four themes: 1) the foundations of STEM education and theories of learning that underpin the I-STEM ED pedagogical approach, 2) the need for CT and PS skills among students to meet the 21 st century educational goals, 3) the relationship of CT and PS skills to the T/E DBL approach used in I-STEM ED, and, 4) gaps in the research focusing primarily on studies within the 21 st century. Furthermore, a potential framework for a rubric for assessing CT and PS skills is proposed.

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“…A key element of these strategies include ill-structured problems that have multiple constraints, different perspectives, and include various potential solutions (Eseryel et al 2013;Hung et al 2008). In doing so, this approach affords learners an opportunity to conduct independent research, synthesize information, and apply knowledge given the constraints and perspectives of a problem (Ertmer 2005;Ge and Land 2003).…”

Section: Problem-based Learningmentioning

confidence: 99%

Using a Flipped Classroom Approach to Support Problem-Based Learning

Tawfik

Lilly

2015

Tech Know Learn

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In the field of mathematic problem-solving, students are often assigned wellstructured problems that have specific 'right' answers. However, this misses an important aspect of education, which is to allow the learner to investigate the problem-space of authentic problems. To date, various technology scaffolds have been researched to understand how these tools support students in problem-based learning. One recent strategy includes a 'flipped classroom', which suggests that learners be given multimedia videos and class-time is allotted for differentiated instruction. However, very little research exists to understand the ways in which the videos support learners in mathematical problem-solving through the lens of PBL. To address this gap, this work-in-progress study qualitatively investigated the implementation of a flipped classroom for a psychological statistics course. Themes emerged related to relevance, reciprocal learning, teacher as facilitator, and self-efficacy. Implications for practice and future directions are also discussed.

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Validation study of a method for assessing complex ill-structured problem solving by using causal representations

Cited by 44 publications

References 47 publications

Exploratory Analysis in Learning Analytics

Exploratory Analysis in Learning Analytics

Framework for the Development of a Study on Authentic Problem Solving Skills in K-12 Grades

Using a Flipped Classroom Approach to Support Problem-Based Learning

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