Assessing complex problem solving in the classroom: Meeting challenges and opportunities

Authors

OECD, P. Sonnleitner, U. Keller, R. Martin, T. Latour, and M. Brunner

Reference

in The Nature of Problem Solving: Using Research to Inspire 21st Century Learning, B. Csapó and J. Funke (Eds.), OECD Publishing, pp. 159-173, 2017

Description

Complex problem solving (CPS) is now established as a key aspect of today’s educational curricula and a central competence for international assessment frameworks. It has become clear that the educational context – particularly among general school-age students – places particular demands on the instruments used to assess CPS, such as computer-based microworlds. This chapter shows how these challenges can successfully be addressed by reviewing recent advancements in the field of complex problem solving. Using the example of the Genetics Lab, a newly developed and psychometrically sound microworld which emphasises usability and acceptance amongst students, this chapter discusses the challenges and opportunities of assessing complex problem solving in the classroom.

Link

doi:10.1787/9789264273955-12-en