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Computer-based assessment of Complex Problem Solving: concept, implementation, and application

机译：基于计算机的复杂问题解决评估：概念，实施和应用

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Complex Problem Solving (CPS) skills are essential to successfully deal with environments that change dynamically and involve a large number of interconnected and partially unknown causal influences. The increasing importance of such skills in the 21st century requires appropriate assessment and intervention methods, which in turn rely on adequate item construction, delivery, and scoring. The lack of assessment tools, however, has slowed down research on and understanding of CPS. This paper first presents the MicroDYN framework for assessing CPS, which is based on linear structural equation systems with input and output variables and opaque relations among them. Second, a versatile assessment platform, the CBA Item Builder, which allows the authoring, delivery, and scoring of CPS tasks for scientific and educational purposes is introduced. Third, we demonstrate the potential of such a tool for research by reporting an experimental study illustrating the effect of domain specific content knowledge on performance in CPS tasks both on an overall performance and on a process level. The importance of accessible and versatile technical platforms not only for assessment and research but also for intervention and learning are discussed with a particular focus on educational contexts.
机译：复杂问题解决（CPS）技能对于成功应对动态变化的环境，涉及大量相互关联且部分未知的因果影响至关重要。在21世纪，此类技能的重要性日益提高，因此需要适当的评估和干预方法，而这又取决于适当的项目构建，交付和评分。然而，缺乏评估工具已经减慢了对CPS的研究和了解。本文首先介绍用于评估CPS的MicroDYN框架，该框架基于具有输入和输出变量以及它们之间不透明关系的线性结构方程系统。其次，引入了一个多功能的评估平台CBA Item Builder，该平台允许出于科学和教育目的创作，交付和评分CPS任务。第三，我们通过报告一项实验研究来展示这种工具的潜力，该实验研究说明了领域特定内容知识对CPS任务的绩效在总体绩效和流程水平上的影响。讨论了无障碍且通用的技术平台的重要性，不仅对于评估和研究，而且对于干预和学习，都特别关注教育环境。

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