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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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| Published in: | Psychology in the schools 2001-05, Vol.38 (3), p.269-281 |
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| Main Authors: | , , , |
| Format: | Article |
| Language: | English |
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| cited_by | cdi_FETCH-LOGICAL-c4207-fc554785618c4f7e4dca8d331bbd9c8a3624f2cd460cb5c7184deb9122fb55773 |
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| cites | cdi_FETCH-LOGICAL-c4207-fc554785618c4f7e4dca8d331bbd9c8a3624f2cd460cb5c7184deb9122fb55773 |
| container_end_page | 281 |
| container_issue | 3 |
| container_start_page | 269 |
| container_title | Psychology in the schools |
| container_volume | 38 |
| creator | Wilczenski, Felicia L. Bontrager, Terry Ventrone, Paula Correia, Margaret |
| description | 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. |
| doi_str_mv | 10.1002/pits.1017 |
| format | article |
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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.</description><identifier>ISSN: 0033-3085</identifier><identifier>EISSN: 1520-6807</identifier><identifier>DOI: 10.1002/pits.1017</identifier><language>eng</language><publisher>New York: John Wiley & Sons, Inc</publisher><subject>Biological and medical sciences ; Cooperation ; Educational psychology ; Evaluation Methods ; Fundamental and applied biological sciences. 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Psychology</subject><subject>Group Behavior</subject><subject>Group Dynamics</subject><subject>Problem Solving</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. Psychophysiology</subject><subject>Psychopedagogics. 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Psychology</topic><topic>Group Behavior</topic><topic>Group Dynamics</topic><topic>Problem Solving</topic><topic>Psychology. Psychoanalysis. Psychiatry</topic><topic>Psychology. Psychophysiology</topic><topic>Psychopedagogics. 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| fulltext | fulltext |
| identifier | ISSN: 0033-3085 |
| ispartof | Psychology in the schools, 2001-05, Vol.38 (3), p.269-281 |
| issn | 0033-3085 1520-6807 |
| language | eng |
| recordid | cdi_crossref_primary_10_1002_pits_1017 |
| source | Wiley-Blackwell Read & Publish Collection; ERIC |
| 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 |
| title | Observing collaborative problem-solving processes and outcomes |
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