Assessor or assessee? Investigating the differential effects of online peer assessment roles in the development of students’ problem-solving skills

2015 ◽  
Vol 52 ◽  
pp. 250-258 ◽  
Author(s):  
Yasemin Demiraslan Çevik
Keyword(s):  
Problem Solving ◽  
Peer Assessment ◽  
Problem Solving Skills ◽  
Differential Effects ◽  
Online Peer Assessment ◽  
Development Of Students

scholarly journals Ensuring integrity in educational assessment

2007 ◽  
Vol 3 (1) ◽  
Author(s):  
Michael Steer ◽  
Francis Gentle
Keyword(s):  
Problem Solving ◽  
Educational Assessment ◽  
Self Advocacy ◽  
Problem Solving Skills ◽  
Educational Accommodations ◽  
Development Of Students

This paper recommends an approach to educational assessment of students who are blind or vision impaired which takes into account both issues of integrity and educational accommodations that 'level the paying field'. The paper provides a taxonomy of the variety of educational assessment accommodations available for formal and informal tasks in assessing students who are blind or vision impaired. Teachers can enhance educational integrity by ensuring the participation of students in the development of appropriate educational accommodations, and by facilitating the development of students' self-advocacy and problem solving skills.

scholarly journals Latest Trends in Problem Solving Assessment

2016 ◽  
Vol 4 (2) ◽  
pp. 4 ◽  
Author(s):  
Maria Karyotaki ◽  
Athanasios Drigas
Keyword(s):  
Problem Solving ◽  
Domain Knowledge ◽  
Peer Assessment ◽  
Metacognitive Awareness ◽  
Self Assessment ◽  
Problem Solving Skills ◽  
Solution Strategies ◽  
Metacognitive Processes ◽  
Computer Based ◽  
Problem Solving Competency

Problem solving is the skill that coordinates all the cognitive, metacognitive and behavioral processes taking place when individuals encounter a previously unprecedented situation or difficulty. Metacognitive processes seem to play the most important role for resolving a problematic situation as individuals reflect on their acquired knowledge, skills and experiences, thus become aware of their capabilities and how to regulate them. Therefore, metacognitive awareness is the competence that mostly assists individuals in their attempt to construct new knowledge and reach their goals. Furthermore, individuals’ self-assessment and peer-assessment processes could reveal their level of metacognitive awareness and therefore, by far, their problem solving competency. Consequently, ICTs could capture individuals’ problem solving skills through tracking down and analyzing the latters’ cognitive and metacognitive processes as well as their behavioral patterns. The aforementioned computer-based assessment could consist of a fuzzy expert system with domain knowledge from an automated task-based test with particular solution strategies in combination with log data for identifying and classifying one’s level of problem solving ability according to specific criteria.

scholarly journals Enhancing Students’ Green Ethic-Based Problem Solving Skills in English for Tourism Subject Course

2021 ◽  
Vol 3 (2) ◽  
pp. 86-93
Author(s):  
I Nyoman Kanca ◽  
◽  
Gede Ginaya ◽  
Ni Nyoman Sri Astuti ◽  
◽  
...  
Keyword(s):  
Problem Solving ◽  
Teaching And Learning ◽  
Main Product ◽  
Core Competencies ◽  
Measurement Instrument ◽  
Problem Solving Skills ◽  
Confirmatory Factor ◽  
Main Construct ◽  
Competencies Development ◽  
Development Of Students

This study aims to examine the development of students' core competencies in learning English for Tourism at Tourism Department Politeknik Negeri Bali, where the main product is a green ethical-based measurement instrument for Core Competencies Practices of Problem Solving Skills. Two types of instruments have been created and designed and then used to assess the level of Development in the teaching and learning process for students and lecturers. The results of the Students' Report trial show that overall the instrument is suitable for widespread use. Confirmatory factor analysis results also show the validity of the sub constructs for each main construct. The results of the level of development of Core Competencies show that the minimum development of students' Core Competencies is above 4.2. This means that the development of student Core Competencies has been achieved. For this reason, the Core Competencies development model must maintain to be developed, tested and finally implemented.

Assessing Collaborative Behavior in Students

2016 ◽  
Vol 32 (1) ◽  
pp. 52-60 ◽  
Author(s):  
Katarina Krkovic ◽  
Sascha Wüstenberg ◽  
Samuel Greiff
Keyword(s):  
Problem Solving ◽  
Collaborative Problem Solving ◽  
Seventh Graders ◽  
Computer Assisted ◽  
Personality Tests ◽  
Problem Solving Skills ◽  
Knowledge Application ◽  
Computer Agent ◽  
Collaborative Behavior ◽  
Confirmatory Factor

Abstract. Skilful collaborative problem-solving is becoming increasingly important in various life areas. However, researchers are still seeking ways to assess and foster this skill in individuals. In this study, we developed a computer-assisted assessment for collaborative behavior (COLBAS) following the experiment-based assessment of behavior approach (objective personality tests; Cattell, 1958 ). The instrument captures participants’ collaborative behavior in problem-solving tasks using the MicroDYN approach while participants work collaboratively with a computer-agent. COLBAS can thereby assess problem-solving and collaborative behavior expressed through communication acts. To investigate its validity, we administered COLBAS to 483 German seventh graders along with MicroDYN as a measure of individual problem-solving skills and questions regarding the motivation to collaborate. A latent confirmatory factor analysis suggested a five-dimensional construct with two problem-solving dimensions (knowledge acquisition and knowledge application) and three collaboration dimensions (questioning, asserting, and requesting). The results showed that extending MicroDYN to include collaborative aspects did not considerably change the measurement of problem-solving. Finally, students who were more motivated to collaborate interacted more with the computer-agent but also obtained worse problem-solving results.

Dimensions of marital conflict and children's social problem-solving skills.

1999 ◽  
Vol 13 (1) ◽  
pp. 33-45 ◽  
Author(s):  
Sherryl H. Goodman ◽  
Bill Barfoot ◽  
Alice A. Frye ◽  
Andrea M. Belli
Keyword(s):  
Problem Solving ◽  
Marital Conflict ◽  
Social Problem ◽  
Social Problem Solving ◽  
Problem Solving Skills

Problem Solving Skills Training for Return to Work

2013 ◽  
Author(s):  
William S. Shaw ◽  
Michael Feuerstein ◽  
Virginia I. Miller ◽  
Patricia M. Wood
Keyword(s):  
Problem Solving ◽  
Return To Work ◽  
Skills Training ◽  
Problem Solving Skills
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