ABSTRACT
This chapter focuses on the assessment of a set of problem-solving knowledge and skills typically addressed in simulations or other technologically enhanced task settings. A useful framework to understand the components of problem solving was specified by O'Neil, who outlined problem solving as composed of domain knowledge, domain-specific problem-solving strategies, and self-regulation. Self-regulation is composed of metacognition and motivation. The chapter examines three major positions on transfer: general transfer of general skills across subject areas, domain-dependent transfer, and transfer of domain-independent principles and strategies within subject areas. It then describes how simulations can be used to assess problem solving. The challenge for simulation design is how to design tasks that can tap students' use of known cognitive processes that have some generalization potential while also making the task highly relevant to a particular domain. The chapter also describes important assessment considerations and describes potential ways of measuring problem-solving transfer.
