Abstract
Collaborative problem solving (ColPS) proficiency was developed as a new assessment for the Programme for International Student Assessment (PISA) in the 2015 international evaluation of student skills and knowledge. The assessment framework defined by the PISA ColPS 2015 expert group crossed three major collaboration processes with four problem solving processes that were adopted from the PISA 2012 individual problem solving assessment to form a matrix of 12 specific skills. The three major collaboration processes are (1) establishing and maintaining shared understanding; (2) taking appropriate action; and (3) establishing and maintaining team organization. The four problem solving processes are exploring and understanding the problem, representing and formulating the problem, planning and executing strategies, and monitoring and reflecting on the problem-solving activities. This article discusses how the problem-solving dimension was integrated with the collaboration dimension. We also discuss how computer agents were involved in the PISA ColPS 2015 assessment in order to ensure a satisfactory assessment of collaborative problem solving. Examples of the use of agents to assess ColPS are provided in the context of a released PISA item and a project conducted in Taiwan.
Highlights
Graduate Institute of Educational Information and Measurement, Department of Special Education, National Taichung University of Education, Taichung 403, Taiwan; Academic Editors: Samuel Greiff and Ronny Scherer
Examples of the use of agents to assess Collaborative problem solving (ColPS) are provided in the context of a released Programme for International Student Assessment (PISA) item and a project conducted in Taiwan
The following definition of ColPS was articulated in the PISA ColPS 2015 [4]: “Collaborative problem solving competency is the capacity of an individual to effectively engage in a process whereby two or more agents attempt to solve a problem by sharing the understanding and effort required to come to a solution and pooling their knowledge, skills and efforts to reach that solution”
Summary
Collaborative problem solving (ColPS) is one of the important 21st century skills that has attracted interest in international assessments, national assessments of middle and high school students, colleges, business, and the military [1,2,3,4,5]. The success of a team can be threatened by a social loafer, an uncooperative unskilled member, or a counterproductive alliance, whereas it can be facilitated by a strong team member that draws out different perspectives, helps negotiate conflicts, assigns roles, promotes team communication, and guides the team to overcome troublesome obstacles [6,7,8] It is debatable whether ColPS should be viewed as a new form of intelligence or a critical competency that is valued in the 21st century. As the problem is solved, the team members need to know who is not delivering on assigned tasks so the group can adjust and find ways to work around the obstacles This requires monitoring and reflecting on the progress on tasks and on whether particular members are completing their individual tasks. The study in Taiwan provides preliminary findings that show how ColPS can be assessed with agents in a manner that follows the PISA ColPS 2015 framework [4] and that can be validated by individual problem solving
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