The Computer-Based Assessment of Complex Problem Solving and How It Is Influenced by Students' Information and Communication Technology Literacy

Autor/inn/en	Greiff, Samuel; Kretzschmar, André; Müller, Jonas C.; Spinath, Birgit; Martin, Romain
Titel	The Computer-Based Assessment of Complex Problem Solving and How It Is Influenced by Students' Information and Communication Technology Literacy
Quelle	In: Journal of Educational Psychology, 106 (2014) 3, S.666-680 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0035426
Schlagwörter	Computer Assisted Testing; Problem Solving; Difficulty Level; Information Technology; Technological Literacy; Abstract Reasoning; High School Students; College Students; Short Term Memory; Cognitive Ability; Predictor Variables; Influence of Technology; Structural Equation Models; Grade Point Average; Academic Achievement; Educational Assessment; Foreign Countries; Factor Analysis; Germany; Program for International Student Assessment; Raven Advanced Progressive Matrices + Suchen Sie Ihr Suchwort? Problemlösen; Schwierigkeitsgrad; Informationstechnologie; Technisches Wissen; Abstraktes Denken; Denken; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Collegestudent; Kurzzeitgedächtnis; Denkfähigkeit; Prädiktor; Schulleistung; Education; assessment; Bewertungssystem; Ausland; Faktorenanalyse; Deutschland
Abstract	The 21st-century work environment places strong emphasis on nonroutine transversal skills. In an educational context, complex problem solving (CPS) is generally considered an important transversal skill that includes knowledge acquisition and its application in new and interactive situations. The dynamic and interactive nature of CPS requires a computer-based administration of CPS tests such that the assessment of CPS might be partially confounded with information and communication technology (ICT) literacy. To establish CPS as a distinct construct that involves complex cognitive processes not covered by other general cognitive abilities and not related to ICT literacy, it is necessary to investigate the influence of ICT literacy on CPS and on the power of CPS to predict external educational criteria. We did so in 3 different samples of either high school or university students using a variety of instruments to measure ICT literacy and general cognitive ability. Convergent results based on structural equation modeling and confirmatory factor analyses across the studies showed that ICT literacy was weakly or moderately related to CPS, and these associations were similar to those between ICT and other general cognitive abilities. Furthermore, the power of CPS to predict external educational criteria over and above general cognitive ability remained even if the influence of ICT literacy on CPS was controlled for. We conclude that CPS is a distinct construct that captures complex cognitive processes not generally found in other assessments of general cognitive ability or of ICT literacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01