Analysis of Process Data of PISA 2012 Computer-Based Problem Solving: Application of the Modified Multilevel Mixture IRT Model

被引:34
作者
Liu, Hongyun [1 ,2 ]
Liu, Yue [1 ]
Li, Meijuan [3 ,4 ]
机构
[1] Beijing Normal Univ, Fac Psychol, Beijing, Peoples R China
[2] Beijing Normal Univ, Natl Demonstrat Ctr Expt Psychol Educ, Fac Psychol, Beijing Key Lab Appl Expt Psychol, Beijing, Peoples R China
[3] Beijing Normal Univ, Collaborat Innovat Ctr Assessment Basic Educ Qual, Beijing, Peoples R China
[4] Beijing Acad Educ Sci, Educ Supervis & Qual Assessment Res Ctr, Beijing, Peoples R China
来源
FRONTIERS IN PSYCHOLOGY | 2018年 / 9卷
基金
中国国家自然科学基金;
关键词
computer-based problem solving; PISA2012; process data; the modified multilevel mixture IRT model; the process level; the student level; VARIABLES; SKILL;
D O I
10.3389/fpsyg.2018.01372
中图分类号
B84 [心理学];
学科分类号
04 ; 0402 ;
摘要
Computer-based assessments provide new insights into cognitive processes related to task completion that cannot be easily observed using paper-based instruments. In particular, such new insights may be revealed by time-tamped actions, which are recorded as computer log-files in the assessments. These actions, nested in individual level, are logically interconnected. This interdependency can be modeled straightforwardly in a multi-level framework. This study draws on process data recorded in one of complex problem-solving tasks (Traffic CP007Q02) in Program for International Student Assessment (PISA) 2012 and proposes a modified Multilevel Mixture IRT model (MMixIRT) to explore the problem-solving strategies. It was found that the model can not only explore whether the latent classes differ in their response strategies at the process level, but provide ability estimates at both the process level and the student level. The two level abilities are different across latent classes, and they are related to operational variables such as the number of resets or clicks. The proposed method may allow for better exploration of students' specific strategies for solving a problem, and the strengths and weaknesses of the strategies. Such findings may be further used to design targeted instructional interventions.
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页数:12
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