A validity exploration model related to the existence of the generic problem-solving competence

Authors

  • Lan Anh Nguyen Khoa The University of Melbourne, Victoria 3010 Australia http://orcid.org/0000-0002-4894-9392
  • Mathew Courtney Nazarbayev University
  • Mark Wilson Berkeley School of Education, 4415 Berkeley Way West, University of California, Berkeley, CA 94720, USA
  • Cuc T. K. Nguyen Melbourne Metrics | Faculty of Education, Level 8, 100 Leicester St, The University of Melbourne, Victoria, 3010 Australia

DOI:

https://doi.org/10.21014/actaimeko.v13i3.1338

Keywords:

generic, problem-solving, PISA, validity, reliability

Abstract

There has been a growing focus on exploring the existence of Generic Problem-Solving competence across various fields, leading to heightened attention in this area. However, most of the previous and current approaches are limited in terms of validity and reliability. Thus, this paper aims to propose a new approach based on The Standards for Educational and Psychological Testing validity framework to investigate this matter. The investigation leads to the review of the conceptions of construct validity in educational measurement. The paper concentrates on the proposed validity exploration (VE) model, representing an elaborate enterprise and a serial, progressive procedure aligned with the content and structural validity aspects of The Standards framework. The PISA Computer-based Assessment was used as secondary data for this investigation.

Author Biographies

Lan Anh Nguyen Khoa, The University of Melbourne, Victoria 3010 Australia

Lan Anh is a Research Fellow at the Assessment Research Centre who believes that assessment is to inform teaching. Her primary research interests are psychometrics, educational measurement and applied statistics focused on competency-based assessment and large-scale assessments (PISA, TIMSS).

Lan Anh has extensive research experience in developing and reporting on the validity and reliability of instruments using a variety of computer software packages, including Mplus, ACER ConQuest, Facet model, Pascal, and R programming language, SAS, IBM SPSS Statistics. She can also apply Item Response Theory, Structural Equation Modelling, and Multi-level Modelling.

Her PhD research focused on modelling generic problem-solving underlying domain-specific and domain-general problem-solving. Before joining the University of Melbourne, Lan Anh worked for the Australian Bureau of Statistics, and she spent 15 years teaching pre-teachers for the Department of Physics, Hue University. Her work has been recognised in refereed journals, book chapters, international academic conferences. She was also awarded the Melbourne Education Research Institute Research Higher Degree Travelling Scholarship (2019), and the Melbourne Graduate School of Education Thesis to Publications Awards (2021).

Mark Wilson, Berkeley School of Education, 4415 Berkeley Way West, University of California, Berkeley, CA 94720, USA

Berkeley School of Education, 4415 Berkeley Way West, University of California, Berkeley, CA 94720, USA

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Published

2024-09-17

Issue

Vol. 13 No. 3 (2024)

Section

Research Papers

License

Copyright (c) 2024 Lan Anh Nguyen Khoa, Mathew Courtney, Mark Wilson, Cuc T. K. Nguyen

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