NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1132066
Record Type: Journal
Publication Date: 2017
Pages: 18
Abstractor: As Provided
ISSN: ISSN-1049-4820
Learning Analysis of K-12 Students' Online Problem Solving: A Three-Stage Assessment Approach
Hu, Yiling; Wu, Bian; Gu, Xiaoqing
Interactive Learning Environments, v25 n2 p262-279 2017
Problem solving is considered a fundamental human skill. However, large-scale assessment of problem solving in K-12 education remains a challenging task. Researchers have argued for the development of an enhanced assessment approach through joint effort from multiple disciplines. In this study, a three-stage approach based on an evidence-centered design framework is proposed to analyze problem-solving behavior, abilities, and performance. The approach is applied to assess the online problem solving of 554 students in a Shanghai primary school. The study reveals four clusters with distinctive problem-solving behavior, abilities, and performance. The findings of this approach also corroborate the results of the Programme for International Student Assessment of Shanghai students' problem-solving performance. The implications and limitations of this study are also discussed.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China (Shanghai)
Grant or Contract Numbers: N/A