Abstract
Collaborative problem solving (CPS) is a crucial skill for students and people entering the workforce. Hence, an online CPS assessment system was developed for the Programme for International Student Assessment to test 12 CPS skills. This study compared the CPS skills of students on the basis of a CPS assessment developed for science scenarios in Taiwan. Moreover, a sequential analysis was applied to explore the behavioral patterns of students with CPS skills. The results demonstrated that most Taiwanese students are proficient in the 11 CPS skills (except for D3: “Monitoring, providing feedback and adapting the team organisation and roles”), and that female students are significantly more proficient than male students. The results also indicated that most students can successfully transition between CPS skills. However, the students in a given class may demonstrate a lack of behavioral patterns. Teachers can design activities and develop strategies to address this lack of behavioral patterns and thus increase students’ CPS skills and behavioral patterns.
Highlights
In the 21st century, noncollaborative work by a single person may be insufficient for solving complex problems, and it is generally preferable for people to solve problems together through collaboration and communication with other team members (Griffin et al, 2011; National Research Council, 2011)
The results demonstrated that most Taiwanese students are proficient in the 11 Collaborative problem solving (CPS) skills, and that female students are significantly more proficient than male students
The teaching and assessment of students’ collaborative problem solving (CPS) skills is crucial to their preparation for future careers (Brannick & Prince, 1997; Griffin et al, 2011; National Research Council, 2011; Rosen & Rimor, 2012)
Summary
In the 21st century, noncollaborative work by a single person may be insufficient for solving complex problems, and it is generally preferable for people to solve problems together through collaboration and communication with other team members (Griffin et al, 2011; National Research Council, 2011). The teaching and assessment of students’ collaborative problem solving (CPS) skills is crucial to their preparation for future careers (Brannick & Prince, 1997; Griffin et al, 2011; National Research Council, 2011; Rosen & Rimor, 2012). A person can collaborate with a partner to solve common problems online. Individual skill level may be influenced through collaboration with partners
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