Assessing Collaborative Problem Solving Skills in Technology-Enhanced Learning Environments – The PISA Framework and Modes of Communication

As been highlighted by many, for instance by PISA, Collaborative Problem Solving (CPS) is a critical and necessary 21st century skill across educational settings. While many initiatives have been launched to investigate the nature of these skills, fewer are the attempts to understand how they should...

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Bibliographic Details
Published in:International journal of emerging technologies in learning 2017-01, Vol.12 (4), p.163
Main Authors: Nouri, Jalal, Åkerfeldt, Anna, Fors, Uno, Selander, Staffan
Format: Article
Language:English
Subjects:
21ST century skills
assessment
Collaboration
collaborative problem solving
Communication
PISA
Problem solving
Skills
technology
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Summary:As been highlighted by many, for instance by PISA, Collaborative Problem Solving (CPS) is a critical and necessary 21st century skill across educational settings. While many initiatives have been launched to investigate the nature of these skills, fewer are the attempts to understand how they should be assessed. However, in 2015, the PISA organization presented a framework for assessing CPS skills. This paper reports on a study investigating the predictive validity of the PISA assessment framework and if and how modes of communication influence the assessment of 24 students’ collaborative problem solving activities when using a computer-based assessment task system. The findings presented demonstrate that the PISA CPS assessment framework have a weak predictive validity, does not count for quality or productivity in communication, and that the mode of communication indeed influence CPS processes and in turn what is possible to assess.
ISSN:1863-0383
1868-8799
1863-0383
DOI:10.3991/ijet.v12i04.6737