Linking Speed and Ability in Computer-Based Assessments of Complex Problem Solving to School Achievement

• In Event: 49.088 - Roundtable Session 17
  In Roundtable Session: 49.088-20 - Topics in Cognition

Abstract

Computer-based assessments of complex problem solving (CPS) competence provide data on students' responses (CPS ability) and response-times (CPS speed). However, in educational contexts, the response-times in CPS have rarely been studied. The present research is therefore concerned with (a) the relation between CPS speed and ability; (b) the contribution of CPS speed and ability to school achievement. By applying Bayesian modeling to a large-scale data set of Finnish ninth grade students, we found a moderate speed-ability relation. Furthermore, CPS speed contributed to reading comprehension, whereas CPS ability was significantly related to further aspects of school achievement such as grades and math skills. Our findings reveal the potential of CPS speed in educational measurement.

Authors

• Ronny Scherer, University of Oslo

• Samuel Greiff, University of Luxembourg

• Jarkko Hautamäki, University of Helsinki