Assessing Collaborative Problem Solving Skills in Technology-Enhanced Learning Environments – The PISA Framework and Modes of Communication

Jalal Nouri,Anna Åkerfeldt,Uno Fors,Staffan Selander

doi:10.3991/ijet.v12i04.6737

Abstract

As been highlighted by many, for instance by PISA, Collaborative Problem Solving (CPS) is a critical and necessary 21st century skill across educational settings. While many initiatives have been launched to investigate the nature of these skills, fewer are the attempts to understand how they should be assessed. However, in 2015, the PISA organization presented a framework for assessing CPS skills. This paper reports on a study investigating the predictive validity of the PISA assessment framework and if and how modes of communication influence the assessment of 24 students’ collaborative problem solving activities when using a computer-based assessment task system. The findings presented demonstrate that the PISA CPS assessment framework have a weak predictive validity, does not count for quality or productivity in communication, and that the mode of communication indeed influence CPS processes and in turn what is possible to assess.

Highlights

IntroductionCalled 21st century skills have increasingly been described as central for the future of society, and should be focused on at schools iJET ‒ Vol 12, No 4, 2017
During the recent years, so called 21st century skills have increasingly been described as central for the future of society, and should be focused on at schools iJET ‒ Vol 12, No 4, 2017and universities
We currently, on the one hand, lack understanding of how the PISA assessment framework can be utilized, and on the other hand, of the actual merits of the framework in assessing students’ collaborative problem solving skills in technology enhanced assessment environments. It is against such a background this paper reports on a study that evaluates the PISA assessment framework for Collaborative Problem Solving (CPS)

Summary

Introduction

Called 21st century skills have increasingly been described as central for the future of society, and should be focused on at schools iJET ‒ Vol 12, No 4, 2017. These skills are often described in different ways and with different items linked to them [1][2][3][4]. Commonly the 21st century skills include various Life and Career skills, Learning and Innovation skills, and Information, Media, and Technology skills. Life skills are in its turn often described as including Flexibility, Initiative, Social Skills, Productivity and Leadership; Learning Skills as Critical Thinking, Creative Thinking, Collaborating and Communicating; and Literacy Skills as Information Literacy, Media Literacy and Technology Literacy (https://k12.thoughtfullearning.com/FAQ/what-are-21st-century-skills). Many initiatives have been formed to improve both teaching and assessment of these skills, including Partnership for 21st century skills (www.21stcenturyskills.org) and the Cisco/Intel/Microsoft assessment and teaching of 21st century skills project (www.atc21s.org)], and other initiatives have been formed [5]

Methods

Results

Conclusion