Challenges of Assessing Collaborative Problem Solving
Challenges of Assessing Collaborative Problem Solving
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DOI：
10.1007/978-3-319-65368-6_5
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
A. Graesser;P. Foltz;Y. Rosen;D. Shaffer;Carol M. Forsyth
中科院分区：
文献类型：
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作者：
A. Graesser;P. Foltz;Y. Rosen;D. Shaffer;Carol M. Forsyth
An assessment of Collaborative Problem Solving (CPS) proficiency was developed by an expert group for the PISA 2015 international evaluation of student skills and knowledge. The assessment framework defined CPS skills by crossing three major CPScompetencieswith four problem solvingprocessesthat were adopted from PISA 2012 Complex Problem Solving to form a matrix of 12 specificskills. The three CPS competencies are (1) establishing and maintaining shared understanding, (2) taking appropriate action, and (3) establishing and maintaining team organization. For the assessment, computer-based agents provide the means to assess students by varying group composition and discourse across multiple collaborative situations within a short period of time. Student proficiency is then measured by the extent to which students respond to requests and initiate actions or communications to advance the group goals. This chapter identifies considerations and challenges in the design of a collaborative problem solving assessment for large-scale testing.
