Measuring Noncognitive Facets in Computer-Based Problem-Solving Assessments by Using Embedded Experience Sampling

Autor/inn/en	Rausch, Andreas; Seifried, Juergen; Koegler, Kristina; Brandt, Steffen; Eigenmann, Rebecca; Siegfried, Christin
Titel	Measuring Noncognitive Facets in Computer-Based Problem-Solving Assessments by Using Embedded Experience Sampling
Quelle	(2016), (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Computer Assisted Testing; Problem Solving; Measurement; Sampling; Prompting; Item Response Theory; Test Items; Self Concept; Vocational Interests; Foreign Countries; Vocational Education; Outcome Measures; Germany + Suchen Sie Ihr Suchwort? Problemlösen; Messverfahren; Benutzerführung; Item-Response-Theorie; Test content; Testaufgabe; Selbstkonzept; Berufsinteresse; Ausland; Ausbildung; Berufsbildung; Deutschland
Abstract	Although non-cognitive facets--such as interest, attitudes, commitment, self-concept and so on--of are prevalent in contemporary theoretical modeling of competence, they are often neglected in measurement approaches or measured only by global self-report questionnaires. Based on the well-established experience sampling method (ESM) and following approaches to measure interest in PISA 2006, we developed a method--'Embedded Experience Sampling' (EES)--to measure non-cognitive facets of problem-solving competence in computer-based problem scenarios. Test-takers in our complex problem-solving tasks are requested to stop at certain times during the test and spontaneously answer short prompts (EES items) regarding their actual experience of the problem situation. These EES events are embedded into the problem situation in a way that resembles common social interaction in the workplace. In this paper, we describe the implementation of EES and present empirical results based on classical test theory and item response theory. As expected, the data obtained from EES items correlated only moderately with data obtained from traditional self-report questionnaires on work-related self-concept and vocational interest. However, further research is needed to fully understand the effects of this kind of process-based measurement of non-cognitive facets of competence, which is still work in progress. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01