.png){kind=icon}
返回
Assessing collaborative problem-solving skills among elementary school students
.png){kind=icon}
PRE
AI
DOI：10.1016/j.compedu.2021.104313.png)
.png){kind=icon}
原文求助.png){kind=icon}
分享.png){kind=icon}
收藏
摘要
En 中文
As 21st century skills have become increasingly important, Collaborative Problem Solving (CPS) is now considered essential in almost all areas of life. Different theoretical frameworks and assessment instruments have emerged for measuring this skill. However, more applied studies on its implementation and evaluation in real-life educational settings are required. In this sense, pre-post experimental designs are essential for identifying new methods for developing collaborative problem-solving skills. To do so, equivalent tests are needed to facilitate consistent score interpretations and reduce the practice effect. In the present study, a Design-Based Research approach is used to design and validate an assessment tool with two equivalent forms based on a framework proposed by the OECD and applied to a collaborative activity. A total of 719 students aged between 10 and 13 years old participated in the different stages of the study. The results show that the proposed instrument effectively measures the problem-solving dimension of collaborative problem-solving skills among students of this age. Moreover, the results from the test were equivalent for both forms and across genders. Finally, there were no significant differences when assessing collaborative problem-solving in human-human groups versus human-agent groups using the proposed instrument. For future work, we recommend including other data sources than just text-based conversations. This would allow us to capture the rich social interactions present in this type of activity. Future work should also consider exploring the extent to which skills could be trained. This could be done in an experimental design assessed using the equivalent forms of the proposed instrument as a pre- and post-test. Doing so would provide a more accurate measure of students' collaborative skills.
Keyword:
Collaborative problem solving
Assessment
PISA 2015
Validation
Design-based research
AI总结
对已上传原文的论文进行重点信息的提取，主要内容包括：简要概述、研究摘要、背景介绍、关键亮点、图文解析、展望与总结。
期刊
C
IF:
10.5
论文数:
5.0K
被引数:
2.9W
机构
引用论文
Socio-technical dimensions of an outdoor mobile learning environment: a three-phase design-based research investigation户外移动学习环境的社会技术维度: 基于设计的三阶段研究调查
PREAI
分享收藏An optimized group formation scheme to promote collaborative problem-based learning.png)
COMPUTERS & EDUCATION
COMPUTERS & EDUCATIONIF10.5
PREAI
分享收藏分享收藏An Experimental Investigation on the Properties of the Spacer Knitted Fabrics for Pressure Reduction
PREAI
分享收藏Assessing causality in the association between attention-deficit/hyperactivity disorder and obesity: a Mendelian randomization study评估注意缺陷/多动障碍与肥胖之间的因果关系: 一项孟德尔随机化研究
PREAI
分享收藏
查看更多内容