Open AccessAssessment of the generic problem-solving construct across different contexts
Author(s) -
Anh-Tuan Nguyen,
Cuong Nguyen,
Roxane Adams
Publication year - 2019
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1379/1/012059
Subject(s) - construct (python library) , audit , meaning (existential) , context (archaeology) , construct validity , psychology , conceptual framework , domain (mathematical analysis) , mathematics education , computer science , mathematics , psychometrics , developmental psychology , epistemology , paleontology , philosophy , mathematical analysis , management , economics , psychotherapist , biology , programming language
Problem-solving, one of the generic skills in the so-called ‘21 st century’ skillset, has been found to be critical to the personal and professional success of learners. This study evaluates the existence of conceptual meaning of students’ generic problem-solving (GPS) competency in three distinct contexts, namely mathematics, reading, and creative problem-solving using the PISA Computer-Based Assessments (CBA) 2012 data. The analyses were framed in the context of a content validity exploration from Messick’s validation framework to reveal the GPS conceptual meaning underlying PISA CBA 2012 measurements. Specific tasks carried out include: (a) conducting skill auditing of PISA CBA 2012 items to understand their measured skill content and relevant to and representative of the generic problem-solving construct’s level; (b) using the outcome of the skill auditing stage to interpret the GPS competency levels measured by the domain-specific subject tests before comparing them with corresponding levels together.