Validating PISA 2015 collaborative problem solving by face-to-face, self-, and teacher report collaboration measures.

Reference : Validating PISA 2015 collaborative problem solving by face-to-face, self-, and teache...


	Document type :	Scientific congresses, symposiums and conference proceedings : Unpublished conference
	Discipline(s) :	Social & behavioral sciences, psychology : Education & instruction
	To cite this reference:	http://hdl.handle.net/10993/35417

Title :	Validating PISA 2015 collaborative problem solving by face-to-face, self-, and teacher report collaboration measures.
Language :	English
Author, co-author :	Herborn, Katharina [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
	Niepel, Christoph [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
	Mustafic, Maida [University of Applied Sciences Northwestern Switzerland]
	Greiff, Samuel [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Publication date :	Apr-2018
Reviewed work :	Herborn, K., Niepel, C., Mustafic, M., & Greiff, S. (2018, April). Validating PISA 2015 collaborative problem solving by face-to-face, self-, and teacher report collaboration measures. In Q. He & M. Mustafic (Eds.), Assessments of collaborative problem solving and implications for PISA 2015. Symposium at the Annual Meeting of the National Council on Measurement in Education in New York, USA, 12.04.-16.04.2018.
Peer reviewed :	Yes
Audience :	International
Event name :	National Council on Measurement in Education
Event date :	12-04-2018
Event country :	USA
Permalink :	http://hdl.handle.net/10993/35417

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