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.
2017
978-88-6453-521-0
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11391/1420503
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