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Empirical Research in Vocational Education and Training

Table 7 Phi-analyses of task-solving and skill-mastering on the basis of verbal protocols (example: task 3; extract: skills 1–8)

From: Developing and validating a technology-based diagnostic assessment using the evidence-centered game design approach: an example of intrapreneurship competence

Solver: task 3: n = 15

Non-solver: task 3: n = 11

Evidence for skill mastering

Evidence for skill non-master

phi

p value

Skill relevance (p < .05)

REC

0

15

n. d.

 

No

0

11

   

ANAL

0

15

−.234

.234

No

1

10

   

IDEA

0

15

n. d.

 

No

0

11

   

CREA

0

15

n. d.

 

No

0

11

   

SEQU

15

0

.570

.040

Yes

6

5

   

INFO

15

0

.850

.000

Yes

2

9

   

TERM

15

0

.337

.086

No

9

2

   

TOOL

14

1

.455

.020

Yes

6

5

   
  1. n. d. not defined, because at least one group is zero; skills 9–14: there are zero utterances for these skills with regard to task 3
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