Reference : Assessing collaborative problem-solving skills among elementary school students
Scientific journals : Article
Social & behavioral sciences, psychology : Education & instruction
Educational Sciences
http://hdl.handle.net/10993/48637
Assessing collaborative problem-solving skills among elementary school students
English
Rojas, Matias [Pontificia Universidad Católica de Chile > Department of Computer Science]
Nussbaum, Miguel [Pontificia Universidad Católica de Chile > Department of Computer Science]
Chiuminatto, Pablo [Pontificia Universidad Católica de Chile > Department of Literature and Linguistics]
Greiff, Samuel mailto [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Behavioural and Cognitive Sciences (DBCS) >]
Krieger, Florian [> >]
van der Westhuizen, Lindie mailto [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Behavioural and Cognitive Sciences (DBCS) >]
Dec-2021
Computers and Education
Elsevier
175
104313
Yes
International
[en] Collaborative problem solving ; Assessment ; PISA 2015 ; Validation ; Design-based research
[en] 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.
FONDECYT/CONICYT
Researchers ; Professionals
http://hdl.handle.net/10993/48637
10.1016/J.COMPEDU.2021.104313

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