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In an ever-changing society, in which scientific knowledge increases rapidly, and workplace demands shift toward “twenty-first century skills,” the ability to adapt one's thinking, drive, and emotions to changing and novel problem situations has become essential (OECD, 2013). As a consequence, a number of researchers from different disciplines developed assessment tools that allow for inferences on the level of cognitive adaptability an individual is able to achieve (Martin and Rubin, 1995; Ployhart and Bliese, 2006; Birney et al., 2012; Martin et al., 2013; Cole et al., 2014). However, the limited evidence on construct validity that comes along with existing assessments that do not provide interactive and dynamic performance tasks points to the need of considering alternative assessment methods (Bohle Carbonell et al., 2014). With the advancement of computer-based assessments of complex problem solving (CPS) in educational contexts, new opportunities of measuring adaptability occur, which may overcome these challenges (Wood et al., 2009; Greiff and Martin, 2014). Specifically, the rich data obtained from such assessments, which, for instance, include information on response times, sequences of actions, and the navigation through the assessment), allow researchers to study cognitive adaptability in more depth, as they go beyond mere performance measures (i.e., correct vs. incorrect). The main message of this article consequently reads: It is time to exploit the potential of computer-based assessments of CPS in order to measure cognitive adaptability as a twenty-first century skill.

Is it time for a new measurement approach? A closer look at the assessment of cognitive adaptability in complex problem solving