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 Computer-Based Concept Mapping as a Method for Enhancing the Effectiveness of Concept Learning in Technology-Enhanced Learning

2019 ◽  
Vol 11 (4) ◽  
pp. 1005 ◽  
Author(s):  
Gülsüm Aşıksoy
Keyword(s):  
Problem Solving ◽  
Concept Mapping ◽  
Concept Learning ◽  
Meaningful Learning ◽  
Control Group ◽  
Technology Enhanced Learning ◽  
Problem Solving Skills ◽  
Computer Based ◽  
Enhanced Learning ◽  
Experimental Group

Technology enhanced learning is a wide area that covers all uses of digital technology to support learning and teaching activities. The computer-based concept mapping has shown potential in enhancing meaningful learning in education. Concept mapping is an important tool that is used in the field of education to help students in understanding the basic concepts and the relationships between them. This research proposes a computer-based concept mapping (CBCM) environment combined with Google classroom to help students reduce their misconceptions and to improve their problem solving skills. Furthermore, it examines the effect of CBCM on the sustainability of concept learning according to student views. The participants were first-year engineering students. The study was conducted in a physics class, and a true-experimental design was used. The experimental group students learned with the Google classroom combined with computer-based concept mapping (CBCM), while the concept group students learned with Google classroom and the traditional method. Data were collected from a physics concept test, problem solving inventory, and semi-structured interviews. The research results indicated that teaching in the CBCM environment combined with Google Classroom provides meaningful learning by correcting the misconceptions of the students. Moreover, there was a significant increase in the problem solving skills of the experimental group as compared to the control group. According to the students’ views, it was determined that CBCM enhances the sustainability of concept learning. The results of this study can help educators and researchers to integrate computer-based concept mapping (CBCM) techniques into Google Classroom.

scholarly journals E-Mail-Related Problem-Solving Behaviors Across Age Groups: An Analysis of Log File Data

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 410-411
Author(s):  
Taka Yamashita ◽  
Leah Saal ◽  
Roberto Millar ◽  
Shalini Sahoo ◽  
Phyllis Cummins
Keyword(s):  
Older Adults ◽  
Problem Solving ◽  
Odds Ratio ◽  
Related Problem ◽  
Age Groups ◽  
Online Communication ◽  
Software Environment ◽  
Problem Solving Skills ◽  
Computer Based ◽  
Log File

Abstract Email is one of the most common and useful online communication tools. However, older adults tend to have difficulties fully taking advantage of email. Organizing the information in the email software environment and sending a message to selected recipients are examples of common email-related problem-solving. To date, little data are available to understand the email-related problem-solving behaviors of older adults. Nationally representative survey data and log-file data of the U.S. adults (n = 1,341) are derived from the 2012 Program for International Assessment of Adult Competencies (PIAAC), which provides computer-based assessment data on problem-solving skills. The PIAAC respondents used the computer device and solved the problems in the simulated email environment. Descriptive summary showed that those 55 years and older took longer (169 seconds), referred to the help menu (15%) and used the cancel button (26%) more often than younger age groups (e.g., age 25-34; 103 seconds, 3% and 17%, respectively) in one of the tasks. Additionally, binary logistic regression showed that taking longer time (odds-ratio = 0.99, p < 0.05) and using the help menu (odds-ratio = 0.85, p < 0.05) were associated with the incorrect answer to the email problem-solving, although the findings varied across different types of problems. These unique findings from the combination of survey and log-file data analyses suggested that some older adults may benefit from the training for common email-related problems rather than teaching themselves. Detailed descriptions of computer-based assessment log file data and other results are also evaluated in this study.

scholarly journals The Impact of Writing Self-Assessment and Peer Assessment on Iranian EFL Learners’ Autonomy and Metacognitive Awareness

2021 ◽  
Vol 2021 ◽  
pp. 1-12
Author(s):  
Maryam Ebrahimi ◽  
Siros Izadpanah ◽  
Ehsan Namaziandost
Keyword(s):  
Language Learners ◽  
Peer Assessment ◽  
Language Teachers ◽  
Metacognitive Awareness ◽  
Placement Test ◽  
Control Group ◽  
Self Assessment ◽  
Efl Learners ◽  
The Impact ◽  
Metacognitive Awareness Inventory

One of the most significant current discussions in writing is self-assessment and peer assessment. This study aimed to investigate the impact of writing self-assessment and peer assessment on autonomy and metacognitive awareness of Iranian EFL learners. One hundred and twenty participants were selected using convenience sampling. Four instruments were used in this test: (1) Nelson placement test; (2) Metacognitive Awareness Inventory (MAI); (3) Zhang and Li’s autonomy questionnaire; and (4) rubric. A quasiexperimental design was used in this study. They were divided into two experimental groups, self-assessment (N = 40) and peer assessment (N = 40), and one control group (N = 40). Collected data were tested and compared using covariance analysis (ANCOVA). Results from the tests indicated that both self-assessment and peer assessment are effective ways to improve autonomy and metacognition awareness of EFL learners in the completion of writing tasks. Findings also showed that self-assessment was more effective than peer assessment and the results showed that the types of assessments increased the learners’ knowledge in the writing, teaching, lexicography, spelling, grammar, and similar models and were significantly effective in developing their writing skills. The findings of the present research study might have some implications for researchers, instructors, language teachers, and language learners.

scholarly journals Evaluation of the effect of a computer-based teaching programme (CBTP) on knowledge, problem-solving and learning approach

2002 ◽  
Vol 7 (4) ◽  
Author(s):  
Annemarie Joubert ◽  
Marlene J Viljoen ◽  
Jacobus A Venter ◽  
Catharina J Bester
Keyword(s):  
Problem Solving ◽  
Full Text ◽  
Student Nurses ◽  
Learning Approach ◽  
Problem Solving Skills ◽  
Teaching Programme ◽  
Computer Based ◽  
Knowledge Problem

In the first instance attention is paid to the effect of a computer-based teaching programme (CBTP) on the knowledge, problem-solving skills and learning approach of student nurses. Opsomming Eerstens word aandag gegee aan die effek van ‘n rekenaar-gebaseerde onderrigprogram (RGOP) op studentverpleeg-kundiges se kennis, probleemoplossingsvaardighede en leerbenadering. *Please note: This is a reduced version of the abstract. Please refer to PDF for full text.

Anchoring Problem-Solving and Computation Instruction in Context-Rich Learning Environments

2010 ◽  
Vol 76 (4) ◽  
pp. 417-437 ◽  
Author(s):  
Brian A. Bottge ◽  
Enrique Rueda ◽  
Timothy S. Grant ◽  
Ana C. Stephens ◽  
Perry T. Laroque
Keyword(s):  
Problem Solving ◽  
Middle School Students ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Problem Solving Skills ◽  
Formal Instruction ◽  
Fraction Instruction ◽  
Computer Based ◽  
Added Benefit ◽  
Instructional Formats

Middle school students with learning disabilities in math (MLD) used two versions of Enhanced Anchored Instruction (EAI). In one condition, students learned how to compute with fractions on an as-needed basis while they worked to solve the EAI problems. In the other condition, teachers used a computer-based instructional module in place of one of the EAI problems to deliver formal fraction instruction. The results indicated that students in both instructional formats improved their fraction computational skills and that formal instruction provided an added benefit. Both instructional conditions improved students' problem-solving skills by about the same amount. The findings suggest that combining formal fraction instruction with EAI is a viable way to improve the problem-solving and computational skills of students with MLD.

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