This paper aims at identifying profiles of students that are homogenous with regard to their ability to solve Complex Problem Solving (CPS) tasks, as assessed by the MicroDYN approach, a computer test made of 9 independent tasks, and administered to a sample of 6th and 9th grade Finnish students. For this aim, we estimate a discrete two-tier Item Response Theory (IRT) model. Results indicate that: (1) the conceptualisation of CPS as a three-dimensional variable is reasonable and (2) there are seven latent classes of students characterised by a specific profile with regard to the adopted CPS strategies, with students clustered in the higher latent classes having generally a higher CPS ability than the others, across the three CPS dimensions.
Profiles of students on account of complex problem solving (CPS) strategies exploited via log-data
Michela Gnaldi;Silvia Bacci;
2017
Abstract
This paper aims at identifying profiles of students that are homogenous with regard to their ability to solve Complex Problem Solving (CPS) tasks, as assessed by the MicroDYN approach, a computer test made of 9 independent tasks, and administered to a sample of 6th and 9th grade Finnish students. For this aim, we estimate a discrete two-tier Item Response Theory (IRT) model. Results indicate that: (1) the conceptualisation of CPS as a three-dimensional variable is reasonable and (2) there are seven latent classes of students characterised by a specific profile with regard to the adopted CPS strategies, with students clustered in the higher latent classes having generally a higher CPS ability than the others, across the three CPS dimensions.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.