An Examination of Turkish Students' PISA 2015 Collaborative Problem-Solving Competencies

Autor/inn/en	Yavuz, Emine; Atar, Hakan Yavuz
Titel	An Examination of Turkish Students' PISA 2015 Collaborative Problem-Solving Competencies
Quelle	In: International Journal of Assessment Tools in Education, 7 (2020) 4, S.588-606 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Yavuz, Emine) ORCID (Atar, Hakan Yavuz)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-7456
Schlagwörter	Cooperative Learning; Teamwork; Problem Solving; 21st Century Skills; Skill Development; Competence; Adolescents; Difficulty Level; Mastery Tests; Diagnostic Tests; Cognitive Measurement; Models; Foreign Countries; Achievement Tests; International Assessment; Secondary School Students; Turkey; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Problemlösen; Kompetenzentwicklung; Qualifikationsentwicklung; Kompetenz; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Schwierigkeitsgrad; Diagnostic test; Diagnostischer Test; Analogiemodell; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Türkei
Abstract	Technological advancements initially made it possible for individuals with different cultures from different parts of the world to consider working together, and eventually collaboration turned into a necessity. Based on this necessity, OECD measured collaborative problem-solving (CPS) competencies of 15-year-old students from the countries participating in PISA assessment in 2015. The objective of this study is to examine the data on Turkey from PISA 2015 CPS survey through Deterministic-Input, Noisy-Or-Gate (DINO) cognitive diagnostic model and to determine the students' levels of CPS competencies as well as difficulty levels of these competencies. In this context, primarily, attributes of CPS competency domain were examined and the model with the most appropriate number of attributes, classification accuracy and consistency was determined for the analysis of PISA 2015 CPS data. The sample of this descriptive study consists of 435 students. As a result of the analysis, the Q-matrix of the model data fit was observed to have the best goodness-of-fit when it had three attributes whereas model fit and classification consistency decreased as the number of attributes increased. Furthermore, the easiest competency for Turkish students was determined to be 'taking appropriate action to solve the problem' while the most difficult was 'establishing and maintaining shared understanding'. Finally, latent class distribution exposed that 56% of the students did not have any of the competencies, and 35% had all. Results of this examination indicate that all CPS competencies of Turkish students need improvement. (As Provided).
Anmerkungen	International Journal of Assessment Tools in Education. Pamukkale University, Faculty of Education, Kinikli Campus, Denizli 20070, Turkey. e-mail: ijate.editor@gmail.com; Web site: https://ijate.net/index.php/ijate
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01