Assessment of Collaborative Problem Solving in Education Environments

Autor/inn/en	Care, Esther; Scoular, Claire; Griffin, Patrick
Titel	Assessment of Collaborative Problem Solving in Education Environments
Quelle	In: Applied Measurement in Education, 29 (2016) 4, S.250-264 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-7347
DOI	10.1080/08957347.2016.1209204
Schlagwörter	Problem Solving; Critical Thinking; Achievement Tests; International Assessment; Secondary School Students; Foreign Countries; Thinking Skills; Educational Environment; Australia; Costa Rica; Finland; Netherlands; Singapore; United States; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Problemlösen; Kritisches Denken; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Ausland; Denkfähigkeit; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Australien; Finnland; Niederlande; Singapur; USA
Abstract	The Assessment and Teaching of 21st Century Skills (ATC21S™) project undertook a research and development plan that included conceptualization of 21st century skills and assessment task development. Conceptualization focused on the definition of 21st century skills. This article outlines the particular case of one of these skills, collaborative problem solving, from its definition and identification of subskills, to development of a method for its assessment. The theories contributing to construct definition are described. These have implications for the particular clusters of subskills that are of interest for educational assessment. An approach to assessment task creation is illustrated through the deconstruction of a well-known reasoning task, and its re-development to sample both the cognitive and social aspects of collaborative problem solving. The assessment tasks are designed to generate formative feedback for teachers in order to identify levels of ability within and between their students and support tailoring of instruction differentially for improvement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01