Assessment of the generic problem-solving construct across different contexts

Abstract

Problem-solving, one of the generic skills in the so-called '21stcentury' skillset, has been found to be critical to the personal and professional success of learners. This study evaluates the existence of conceptual meaning of students' generic problem-solving (GPS) competency in three distinct contexts, namely mathematics, reading, and creative problem-solving using the PISA Computer-Based Assessments (CBA) 2012 data. The analyses were framed in the context of a content validity exploration from Messick's validation framework to reveal the GPS conceptual meaning underlying PISA CBA 2012 measurements. Specific tasks carried out include: (a) conducting skill auditing of PISA CBA 2012 items to understand their measured skill content and relevant to and representative of the generic problem-solving construct's level; (b) using the outcome of the skill auditing stage to interpret the GPS competency levels measured by the domain-specific subject tests before comparing them with corresponding levels together.