Observing collaborative problem-solving processes and outcomes

This study examined the problem of assessing group process in a collaborative problem‐solving situation. Students in seven collaborative groups worked on a two‐part math and logic problem—first individually, then in groups, and finally, individually again. Groups engaging in behaviors that facilitat...

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Bibliographic Details
Published in:Psychology in the schools 2001-05, Vol.38 (3), p.269-281
Main Authors: Wilczenski, Felicia L., Bontrager, Terry, Ventrone, Paula, Correia, Margaret
Format: Article
Language:English
Subjects:
Biological and medical sciences
Cooperation
Educational psychology
Evaluation Methods
Fundamental and applied biological sciences. Psychology
Group Behavior
Group Dynamics
Problem Solving
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Psychopedagogics. Didactics
School Psychologists
Scores
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Summary:This study examined the problem of assessing group process in a collaborative problem‐solving situation. Students in seven collaborative groups worked on a two‐part math and logic problem—first individually, then in groups, and finally, individually again. Groups engaging in behaviors that facilitated collaboration obtained higher group and individual accuracy scores on a challenging problem set. High‐achieving students were influential in group problem‐solving outcomes. Group scores did not reflect the individual achievement of low‐achieving students. Examining collaborative group process and outcomes offers a new direction in functional and contextualized assessment for school psychologists. © 2001 John Wiley & Sons, Inc.
ISSN:0033-3085
1520-6807
DOI:10.1002/pits.1017