This article addresses two unsolved measurement issues in dynamic problem solving (DPS) research: (a) unsystematic construction of DPS tests making a comparison of results obtained in different studies difficult and (b) use of time-intensive single tasks leading to severe reliability problems. To solve these issues, the MicroDYN approach is presented, which combines (a) the formal framework of linear structural equation models as a systematic way to construct tasks with (b) multiple and independent tasks to increase reliability. Results indicated that the assumed measurement model that comprised three dimensions, "information retrieval," "model building," and "forecasting," fitted the data well (n = 114 students) and could be replicated in another sample (n = 140), showing excellent reliability estimates for all dimensions. Predictive validity of school grades was excellent for "model building" but nonexistent for the other two MicroDYN dimensions and for an additional measure of DPS. Implications are discussed. (Contains 4 figures, 6 tables, and 2 notes.)