The development of a framework for problem solving requires the processes involved

in student work on problem solving to be identified. This is not easy, as the way in which
various individuals solve problem do not fit into a standart format. The processes proposed
below are based on the cognitive analysis of the three problem types described earlier, guided
by the work on problem solving and reasoning of psychologist, as well as by the seminal work
of polya.
The model proposed consist of processes that provide an organisational structure for
examining student work and organising the problem solving assessment task. Note that no
assumption is made that these processes are either hierarchical or necessary for the solution of
any particular problem. As individuals confront, structure, represent an solve problem in a
dynamic, real-time fashion, they may move to a solution in a way that transcends the narrow
linearity of te present model, indeed, most of the information about the functioning of the
human cognitive system now supports the view that it is parrallel rather than a linear
information processing system.
Understanding the problem: This includes how students understand a text, a diagram, a
formula or a table and draw inferences from it, relate information from various sources;
demonsrate understanding of relevant concepts, and use information from their background
knowledge to understand the information given
Characterising the problem: This includes how students identify the variables in the
problem and their interrelationship, decide which variables are relevant and irrelevant,
construct hypotheses, and retrieve, organise, consider and critically evaluate contextual
information
Representing the problem: This includes how students construct tabular, raphical,
symbolic or verbal representation, how they apply a given external representation to the
solution of the problem.
Solving the problem: This includes making a decision (in the case of desicion making),
analysing a system or designing a system to meet certain goals (in the case of system analysis
and design), or diagnosing and proposing a solution (in the case of trouble shooting)
Reflecting on the solution: This includes how students examine their solutions and look
for additional information or clarifications, evaluate their solutions from different perspectives
in an attempt to rectructure the solutions and make them more socially or tecnically acceptable,
and justify their solutions.
Communicating the problem solutions: This includes how students select appropriate
media and representations to express and communicate their solutions to an outside audience.

The assessment of problem solving in OECD/PISA should require students to apply

their knowledge and skills in some new way, to transfer their capacities from one setting to
another, and to use their knowledge in handling decision making, system analysis and design
and trouble shooting problems. As such, the cross-disciplinary problem solving work will, in
many cases, approach the notion of “life skills”. The problems will usually be embedded in
real life settings associated with personal life, work and leisure, or community and society.