Expertise and Problem Solving in High-Stakes Environments

2018 ◽  
pp. 25-39 ◽  
Author(s):  
José Hanham ◽  
Jimmie Leppink
Keyword(s):  
Problem Solving ◽  
High Stakes

scholarly journals Mathematics Play, Problem Solving, and Perseverence

2016 ◽  
Vol 4 (10) ◽  
pp. 149-156
Author(s):  
Terrie T. Poehl
Keyword(s):  
Problem Solving ◽  
Student Development ◽  
Classroom Teacher ◽  
Strong Relationship ◽  
Posttest Score ◽  
Fifth Grade ◽  
Test Statistic ◽  
Benchmark Testing ◽  
High Stakes ◽  
The Difference

The research presented in this article focuses on the effect of student use of problem solving apps on a tablet PC either prior to (motivation) or immediately after (reward) a classroom assessment. The classroom teacher developed the assessment. Continued practice throughout the school year is measured by collecting d ata on benchmark testing completed by fifth grade students in the fall, winter, and spring administrations. The team of the researcher and classroom teacher wanted to study the effect of using tablet computers in the fourth and fifth grade classrooms. Spec ifically, they wanted the answer to “Does using problem solving apps either as a motivator or reward help students perform differently on classroom assessments and high stakes tests?” This is an important question to answer for student development and the yearly evaluation of the classroom teacher.The two variable groups for the analysis includes the Pretest scaled score and the Posttest scaled score. The purpose of this analysis was to determine if using the problem solving apps helped the students throug hout the year with the three administrations of the benchmark testing. Scores for the fall administration represent the Pretest score (PreScale) and the Posttest score (PostScale) were gathered using the spring administration.Descriptive statistics on the two variables show that the posttest score has a much larger standard deviation. However, the difference does not show it as statistically significantly different. The pairedt test showed a calculated test statistic value of 0.000. The use of p=0.05 indi cates a rejection of the null hypothesis.The paired sample correlation values concurred with a statistically significantly difference. The correlation value of 0.691 indicates a significance of probability at 0.000. Since the variable change is a positive correlation value, then it is a direct correlation. The correlation value indicates a strong relationship between the variables.

Korean College Entrance Exams: An Inside Look

2011 ◽  
Vol 105 (3) ◽  
pp. 208-213
Author(s):  
Dae S. Hong ◽  
Kyong Mi Choi
Keyword(s):  
Problem Solving ◽  
High Stakes Testing ◽  
College Entrance ◽  
Korean Students ◽  
High Stakes ◽  
Mathematical Concepts ◽  
Entrance Exams ◽  
College Entrance Exams

The mathematical concepts, skills, and problem-solving methods that Korean students need to know in preparation for high-stakes testing.

Introduction to Simulation Learning in Emergency and Disaster Management

2021 ◽  
pp. 1-26
Author(s):  
Nicole K. Drumhiller ◽  
Terri L. Wilkin ◽  
Karen V. Srba
Keyword(s):  
Decision Making ◽  
Critical Thinking ◽  
Problem Solving ◽  
Disaster Management ◽  
Acute Stress ◽  
Real Life ◽  
Game Based Learning ◽  
High Stakes ◽  
Decision Making Problem ◽  
Cognitive Understanding

Simulation and game-based learning is an essential learning application especially as it pertains to a high-stakes field like emergency and disaster management. Introducing real-life learning applications into the classroom allows the learner to make critical decisions at different points throughout a simulation providing practical learning that leads to a cognitive understanding of the material. These simulated practices ensure memory and longer retention of these events or tasks, a requirement to ensure that learning transpires. Likewise, these simulations also place the learner under acute stress, something that replicates the stress felt during real-life disasters. Therefore, it is crucial to have students apply what they have learned in simulations as a demonstration of their learning. These learned skills are essential for students to be marketable and thrive in a career field where decision-making, problem-solving, and critical thinking are vital for their success.

Parallel Informal Negotiation: An Alternative to Second Track Diplomacy

2000 ◽  
Vol 5 (3) ◽  
pp. 569-586 ◽  
Author(s):  
◽  
Keyword(s):  
Climate Change ◽  
Problem Solving ◽  
Lessons Learned ◽  
Collaborative Problem Solving ◽  
Consensus Building ◽  
High Stakes ◽  
High Profile ◽  
Collaborative Problem ◽  
Multilateral Institutions ◽  
International Environmental Treaties

AbstractRecently adopted international environmental treaties on climate change and biodiversity represent some of the most complex agreements ever negotiated, involving science-intensive policy questions and implicating not only governments, but industry and a range of nongovernmental organizations. The inter-connections that should have been taken into account in drafting these agreements were difficult to achieve, given the fractured structure of multilateral institutions. Even if the parties were willing to expose their interests as necessary for effective problem-solving, commitments made to home constituencies made it impossible to be flexible. The Consensus Building Institute has pioneered efforts to design a process that can overcome such barriers in high stakes, high profile, multi-party negotiations. Each has involved senior diplomats in what is best described as collaborative problem solving. This article will use the lessons learned from three experiences to show how parallel informal negotiation provides an alternative –or complement – to more traditional second track diplomacy.

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