Understand-solve-check model of examinee problem solving¶

Theory · All theories
Evidence · 1 claim (1 for) · 1 study (1 design), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

A general cognitive model of performance on figural response items, adapted from Lewis and Polson's theory of computer interface use and grounded in verbal protocols from one pilot subject. "The model consists of processes relevant for constructing an initial representation of the item (i.e., understanding the problem stem and provided diagram), forming goals and performing actions based on those goals (i.e., solving the item), and determining whether goals have been satisfied and if they have been satisfied correctly." The model asserts the processes exist but makes no claims about their order. It served as the basis for defining 38 item attributes assigned to the three process types by two judges with 88% agreement.

Design Implications¶

Context¶

Requirements¶

• Attributes should be based on an independently constructed problem-solving model; verbal protocol analysis is one means for constructing and verifying such a model.

Constraints¶

• The model was hypothesized from a single pilot subject's protocols and was intended as a guide for developing reasonable attributes, to be supported or falsified by the data.

Target Learners¶

• architecture licensure examinees

Target Learning Objectives¶

• diagnosing component processes of architectural problem solving

Claims¶

• Cognitive Model Captures 71 Percent Verbalizations [+M]

Related Theories¶

• Rule Space Model of cognitive diagnosis
• Item response time as response-process metadata illuminating examinee response processes

Examples¶

• Base diagnostic item attributes on an independently constructed cognitive model of problem solving

Key Sources¶

• Katz, I. R., Martinez, M. E., Sheehan, K. M., & Tatsuoka, K. K. (1993). Extending the Rule Space Model to a Semantically-Rich Domain: Diagnostic Assessment in Architecture. Educational Testing Service. https://eric.ed.gov/?id=ED366652. doi:10.21236/ada273789