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Transversal Skills & Log-File Analyses
ERC & ETS, Dublin, May 16th, 2019Samuel Greiff
Log File Analyses, Transversal Skills & Learning Analytics:
A Good Match, But Not a Perfect One
Samuel GreiffUniversity of Luxembourg
Transversal Skills & Log-File Analyses
ERC & ETS, Dublin, May 16th, 2019Samuel Greiff
• TIMSS: 60+ countries• PIRLS: 57 countries• ICCS: 38 countries • PISA: 70+ countries• PIAAC: 33 countries• TALIS: 34 countries• NAEP (national)• Epstan (national)• Ländervergleich (national)
Large-Scale Assessments
Transversal Skills & Log-File Analyses
ERC & ETS, Dublin, May 16th, 2019Samuel Greiff
Autor, Levy, & Murnane (2003)
1960 20151970 1980 2000
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1990
Manual &routine tasks
Complex non-routine tasks
Collaborative tasks
Increase in demands
Decrease in demands
Trans-versalskills
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Transversal Skills & Log-File Analyses
ERC & ETS, Dublin, May 16th, 2019Samuel Greiff
Problem Solving in LSA
• Complex Problem Solvingà PISA 2012
• Collaborative Problem Solvingà PISA 2015
• Adaptive Problem Solvingà PIAAC Cycle 2
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Transversal Skills & Log-File Analyses
ERC & ETS, Dublin, May 16th, 2019Samuel Greiff
PISA 2012• ~510 000 participants from 65 countries• Focus
- Mathematics- Reading- Science- Problem Solving
Ø Domain: Complex Problem Solving
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Transversal Skills & Log-File Analyses
ERC & ETS, Dublin, May 16th, 2019Samuel Greiff
Complex Problem Solving in PISA
• Definition
- Capacity to engage in, to
understand, and to resolve
problem situations
• Relevance
- Addressing dynamics,
complexity and intransparency
of work-life and societal tasks
- Non-routine Problem Solving
• Assessment
- Computerized tasks
- Elaborate and subsequently
solve dynamic problems
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Retrieved from
https://www.oecd.org/pisa/test/testquestions/question3/
Transversal Skills & Log-File Analyses
ERC & ETS, Dublin, May 16th, 2019Samuel Greiff
PISA Creative Problem Solving Tasks
Transversal Skills & Log-File Analyses
ERC & ETS, Dublin, May 16th, 2019Samuel Greiff 12
PISA 2012 Problem Solving dimensions
Exploring & Understanding
Representing & Formulating
Planning & Executing
Monitoring & Reflecting
OECD (2012)
Transversal Skills & Log-File Analyses
ERC & ETS, Dublin, May 16th, 2019Samuel Greiff
Problem Solving & the other domains
Mean R2 of Complex Problem Solving with other domains: 61% overlap
Mean R2 of other domains: 77% overlap
Copyright OECD (2014)
Transversal Skills & Log-File Analyses
ERC & ETS, Dublin, May 16th, 2019Samuel Greiff
PISA 2015• ~540 000 participants from 72 countries• Focus
- Mathematics- Reading- Science- Problem Solving
Ø Domain: Collaborative Problem Solving
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Transversal Skills & Log-File Analyses
ERC & ETS, Dublin, May 16th, 2019Samuel Greiff
Collaborative Problem Solving in PISA
• Definition- Solving a given problem relying on individual
capacities and knowledge; interacting and including others’ capacities and knowledge
• Assessment- Computerized tasks- Required interaction with computer-simulated
agents to successfully solve a problem
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Transversal Skills & Log-File Analyses
ERC & ETS, Dublin, May 16th, 2019Samuel Greiff
Benefits of CBA• Standardization• Automatic scoring• Tailored testing (CAT)• Facilitating complex designs• New item types• Collecting additional information
Transversal Skills & Log-File Analyses
ERC & ETS, Dublin, May 16th, 2019Samuel Greiff
PISA Creative Problem Solving Tasks
Transversal Skills & Log-File Analyses
ERC & ETS, Dublin, May 16th, 2019Samuel Greiff !21
Transversal Skills & Log-File Analyses
ERC & ETS, Dublin, May 16th, 2019Samuel Greiff !22
1ASSESSING PROBLEM-SOLVING SKILLS IN PISA 2012
38 © OECD 2014 CREATIVE PROBLEM SOLVING: STUDENTS’ SKILLS IN TACKLING REAL-LIFE PROBLEMS – VOLUME V
In the unit CLIMATE CONTROL, students are told that they have a new air conditioner but no instructions for it. Students can use three controls (sliders) to vary temperature and humidity levels, but first they need to understand which control does what. A measure of temperature and humidity in the room appears in the top-right part of the screen, both in numeric and in graphical form. All items in this unit present an interactive problem situation, with context classified as personal and technological.
The unit CLIMATE CONTROL is a typical MicroDYN unit, with a first “knowledge-generation” task and a second “knowledge-application” task. Knowledge generation in the MicroDYN environment requires students to carefully monitor the effects of their interventions. The increase in the level of an input variable leads either to an increase, a decrease, a mixed effect (increase and decrease for different variables), or to no effect in one or more output variables.
CLIMATE CONTROL: Item 1
• Figure V.1.10 •CLIMATE CONTROL: Item 1
Question 1: CLIMATE CONTROL CP025Q01 Find whether each control influences temperature and humidity by changing the sliders. You can start again by clicking RESET.
Draw lines in the diagram on the right to show what each control influences.
To draw a line, click on a control and then click on either Temperature or Humidity. You can remove any line by clicking on it.
Top Control Temperature
Central Control Humidity
Bottom Control
In the first item in the unit, students are invited to change the sliders to find out whether each control influences the temperature or the humidity level. The problem-solving process for this item is representing and formulating: the student must experiment to determine which controls have an impact on temperature and which on humidity, then represent the causal relations by drawing arrows between the three controls and the two outputs (temperature and humidity). There is no restriction on the number of rounds of exploration that the student is allowed. Full credit for this question requires that the causal diagram is correctly completed. Partial credit for this question is given if the student explores the relationships among variables efficiently, by varying only one input at a time, but fails to correctly represent them in a diagram.
CLIMATE CONTROL: Item 2
• Figure V.1.11 •CLIMATE CONTROL: Item 2
Question 2: CLIMATE CONTROL CP025Q02 The correct relationship between the three controls, Temperature and Humidity is shown on the right.
Use the controls to set the temperature and humidity to the target levels. Do this in a maximum of four steps. The target levels are shown by the red bands across the Temperature and Humidity graphs. The range of values for each target level is 18-20 and is shown to the left of each red band. You can only click APPLY four times and there is no RESET button.
Top Control Temperature
Central Control Humidity
Bottom Control
Transversal Skills & Log-File Analyses
ERC & ETS, Dublin, May 16th, 2019Samuel Greiff
Axis 2: Assessment instruments VI
Transversal Skills & Log-File Analyses
ERC & ETS, Dublin, May 16th, 2019Samuel Greiff
How to (even start to) explore log files?1) How do students behave during assessment?
àHow long do students interact with a task?àDoes time-on-task vary across countries and subgroups?
2) Can we identify “good” behavior?àAre students applying optimal strategies?àCan we explain final performance through behavior?
3) Can we identify different levels of low performance?àWhere do unsuccessful students fail?àWhere should interventions be heading?
24
Transversal Skills & Log-File Analyses
ERC & ETS, Dublin, May 16th, 2019Samuel Greiff
1) How do students behave during assessment?
àHow long do students interact with a task?àDoes time-on-task vary across countries and subgroups?
25
Transversal Skills & Log-File Analyses
ERC & ETS, Dublin, May 16th, 2019Samuel Greiff
• No large difference of time on task by item score!
26
correct
incorrect
Transversal Skills & Log-File Analyses
ERC & ETS, Dublin, May 16th, 2019Samuel Greiff
How do students behave during assessment?
- Broad variation among studentsàProcess data highlight heterogeneous behavior- BUT: No clear relation to performanceàNo easy solution for explanations of performance on an
individual level
27
Transversal Skills & Log-File Analyses
ERC & ETS, Dublin, May 16th, 2019Samuel Greiff
2) Can we identify “good” behavior?
àAre students applying optimal strategies?àCan we explain final performance through behavior?
28
Transversal Skills & Log-File Analyses
ERC & ETS, Dublin, May 16th, 2019Samuel Greiff
PISA Creative Problem Solving Tasks
Transversal Skills & Log-File Analyses
ERC & ETS, Dublin, May 16th, 2019Samuel Greiff
• Application of VOTAT? Strong connection to performance!
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Climate Control Q1Total
incorrect correctnoVOTAT 42.2% 9.7% 51.9%
VOTAT 6.9% 41.1% 48.1%
Total 49.1% 50.9% 100.0%
Transversal Skills & Log-File Analyses
ERC & ETS, Dublin, May 16th, 2019Samuel Greiff
Relation between VOTAT application and PISA score
31
Transversal Skills & Log-File Analyses
ERC & ETS, Dublin, May 16th, 2019Samuel Greiff
3) Can we explain low performance?
àWhere do unsuccessful students fail?àWhere should interventions be heading?
32
Transversal Skills & Log-File Analyses
ERC & ETS, Dublin, May 16th, 2019Samuel Greiff !33
1ASSESSING PROBLEM-SOLVING SKILLS IN PISA 2012
38 © OECD 2014 CREATIVE PROBLEM SOLVING: STUDENTS’ SKILLS IN TACKLING REAL-LIFE PROBLEMS – VOLUME V
In the unit CLIMATE CONTROL, students are told that they have a new air conditioner but no instructions for it. Students can use three controls (sliders) to vary temperature and humidity levels, but first they need to understand which control does what. A measure of temperature and humidity in the room appears in the top-right part of the screen, both in numeric and in graphical form. All items in this unit present an interactive problem situation, with context classified as personal and technological.
The unit CLIMATE CONTROL is a typical MicroDYN unit, with a first “knowledge-generation” task and a second “knowledge-application” task. Knowledge generation in the MicroDYN environment requires students to carefully monitor the effects of their interventions. The increase in the level of an input variable leads either to an increase, a decrease, a mixed effect (increase and decrease for different variables), or to no effect in one or more output variables.
CLIMATE CONTROL: Item 1
• Figure V.1.10 •CLIMATE CONTROL: Item 1
Question 1: CLIMATE CONTROL CP025Q01 Find whether each control influences temperature and humidity by changing the sliders. You can start again by clicking RESET.
Draw lines in the diagram on the right to show what each control influences.
To draw a line, click on a control and then click on either Temperature or Humidity. You can remove any line by clicking on it.
Top Control Temperature
Central Control Humidity
Bottom Control
In the first item in the unit, students are invited to change the sliders to find out whether each control influences the temperature or the humidity level. The problem-solving process for this item is representing and formulating: the student must experiment to determine which controls have an impact on temperature and which on humidity, then represent the causal relations by drawing arrows between the three controls and the two outputs (temperature and humidity). There is no restriction on the number of rounds of exploration that the student is allowed. Full credit for this question requires that the causal diagram is correctly completed. Partial credit for this question is given if the student explores the relationships among variables efficiently, by varying only one input at a time, but fails to correctly represent them in a diagram.
CLIMATE CONTROL: Item 2
• Figure V.1.11 •CLIMATE CONTROL: Item 2
Question 2: CLIMATE CONTROL CP025Q02 The correct relationship between the three controls, Temperature and Humidity is shown on the right.
Use the controls to set the temperature and humidity to the target levels. Do this in a maximum of four steps. The target levels are shown by the red bands across the Temperature and Humidity graphs. The range of values for each target level is 18-20 and is shown to the left of each red band. You can only click APPLY four times and there is no RESET button.
Top Control Temperature
Central Control Humidity
Bottom Control
Transversal Skills & Log-File Analyses
ERC & ETS, Dublin, May 16th, 2019Samuel Greiff
• How consistently did students apply VOTAT?
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All countries
26,9
10,4
4,37,0
4,1 2,6 3,1
41,6
0
10
20
30
40
50
no isolated variation isolated variation of 1input variable
isolated variation of 2input variables
isolated variation of allinput variables (VOTAT)
Percen
t
incorrect
correct
Transversal Skills & Log-File Analyses
ERC & ETS, Dublin, May 16th, 2019Samuel Greiff 35
Transversal Skills & Log-File Analyses
ERC & ETS, Dublin, May 16th, 2019Samuel Greiff
A brief summary• What has happened?
- Shift to technology-based assessment
- “New” innovative domains
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• What will / might happen?- Non-cognitive skills- Real collaboration- Formative assessment- Classroom relevance
Transversal Skills & Log-File Analyses
ERC & ETS, Dublin, May 16th, 2019Samuel Greiff
System monitoring
Teacherevaluation
Formative Assessment for learning
Externalevaluation
Summativeassessment of
learning
Internal evaluation
Monitoring ofteacher
performance
System Level
School Level
Classroom Level
(Klieme, 2017)
Transversal Skills & Log-File Analyses
ERC & ETS, Dublin, May 16th, 2019Samuel Greiff
• Many behaviors and many countries…
39
Transversal Skills & Log-File Analyses
ERC & ETS, Dublin, May 16th, 2019Samuel Greiff
Greiff et al. in CHB (2016)
Transversal Skills & Log-File Analyses
ERC & ETS, Dublin, May 16th, 2019Samuel Greiff
Greiff et al. in C&E (2018)
Transversal Skills & Log-File Analyses
ERC & ETS, Dublin, May 16th, 2019Samuel Greiff
Assessment for learning (“stealth assessment”)
Shute et al. (in press)
Transversal Skills & Log-File Analyses
ERC & ETS, Dublin, May 16th, 2019Samuel Greiff
Learning Analytics, Machine Learning, EDM...• Can personalize and adapt the learner’s learning
environment- Where did students struggle?- When were wrong paths chosen?- How carefully did students work?
Transversal Skills & Log-File Analyses
ERC & ETS, Dublin, May 16th, 2019Samuel Greiff
D’Mello & Graesser (2012)
Transversal Skills & Log-File Analyses
ERC & ETS, Dublin, May 16th, 2019Samuel Greiff
Appendix
Crystal Island
Transversal Skills & Log-File Analyses
ERC & ETS, Dublin, May 16th, 2019Samuel Greiff
Scientific impact of LSA
Research areas: Educational Research (229), Economics (59), Assessment and Testing (54), Science Research (54)
Hopfenbeck et al., 2018