Generic Problem Solving Skills: Are They Misnomers as Constructs of Educational Outcomes?

Construct validity of a prototype baccalaureate generic problem solving skills test was explored through a structural analysis. The assessment method used three real-life problem situations crossed by six generic skills, namely Decision-Making, Communication, Analysis, Synthesis, Valuing and Execution. There were six written responses for each skill for each problem situation. The structural model included 18 skill/task observations with 6 latent skill variables, 3 latent trait variables and a higher order general factor (g). A multitrait-multimethod design was employed using a confirmatory factor analysis (LISREL VI). The data set moderately conformed to the model with most of the variation in performance attributed to the general factor. Factor loadings were neither consistent across skills nor across tasks. Therefore, generic skills, as measured by this procedure, possess little independence from the general factor. The weaknesses in the assessment method and implications for test methodology and research in the assessment of generic problem solving skills are discussed. Descriptions of the three real life problem situations are appended. (Author/LMO)