Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/4434
Title: Assessing Collaborative Problem Solving: What and How?
Authors: Tsang, Haley
Park, Seung Won
Chen, Laure Lu
Law, Nancy
Issue Date: Jun-2019
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Tsang, H., Park, S. W., Chen, L. L., & Law, N. (2019). Assessing Collaborative Problem Solving: What and How?. In Lund, K., Niccolai, G. P., Lavoué, E., Hmelo-Silver, C., Gweon, G., & Baker, M. (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 1 (pp. 416-423). Lyon, France: International Society of the Learning Sciences.
Abstract: With the increasing interests in and recognition of the importance of CPS competence as an educational outcome goal, there will be stronger demands for valid instruments and metrics for the measurement of Collaborative Problem Solving Skills (CPS) from policy makers to education practitioners and parents. The availability of valid instruments and norms for CPS achievement would also promote CSCL adoption within the wider education arena. This study explores two methods of assessing CPS: using the ATC21S online tasks and using qualitative discourse analysis of the same groups of students' transactions as they work together on an authentic learning task. By comparing the measurements arising from both methods, we raise issues and contradictions observed and suggest further research directions related to the measurement of CPS.
URI: https://doi.dx.org/10.22318/cscl2019.416
https://repository.isls.org//handle/1/4434
Appears in Collections:CSCL 2019

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