Assessment and Theory in Complex Problem Solving - A Continuing Contradiction? | Zendy

Samuel Greiff | Zendy

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Assessment and Theory in Complex Problem Solving - A Continuing Contradiction?

Author(s) -

Samuel Greiff

Publication year - 2012

Publication title -

journal of educational and developmental psychology

Language(s) - English

Resource type - Journals

eISSN - 1927-0534

pISSN - 1927-0526

DOI - 10.5539/jedp.v2n1p49

Subject(s) - contradiction , action (physics) , space (punctuation) , computer science , test (biology) , management science , psychology , epistemology , engineering , physics , paleontology , philosophy , quantum mechanics , biology , operating system

Complex Problem Solving (CPS) describes skills frequently needed in everyday life such as the use of new technological devices. Therefore, CPS skills constitute an increasingly important individual ability that needs theoretically embedded, reliable and validated measurement devices. The present article shows that current tests do not sufficiently address the requirement of a theory-based assessment. An integrative approach, the Action Theoretical Problem Space Model by Rollett (2008), is introduced and used to demonstrate how a theoretical framework can influence and inform test development. Implications for the assessment of CPS and its potential are discussed.

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