Computer Agent Technologies in Collaborative Assessments

2019 ◽  
pp. 755-780
Author(s):  
Yigal Rosen ◽  
Maryam Mosharraf
Keyword(s):  
Problem Solving ◽  
Large Scale ◽  
Collaborative Problem Solving ◽  
Future Research ◽  
Educational Systems ◽  
Virtual Agents ◽  
Daily Lives ◽  
Large Scale Assessment ◽  
Collaborative Problem ◽  
Scalable Learning

Often in our daily lives we learn and work in groups. In recognition of the importance of collaborative and problem solving skills, educators are realizing the need for effective and scalable learning and assessment solutions to promote the skillset in educational systems. In the settings of a comprehensive collaborative problem solving assessment, each student should be matched with various types of group members and must apply the skills in varied contexts and tasks. One solution to these assessment demands is to use computer-based (virtual) agents to serve as the collaborators in the interactions with students. The chapter presents the premises and challenges in the use of computer agents in the assessment of collaborative problem solving. Directions for future research are discussed in terms of their implications to large-scale assessment programs.

Computer Agent Technologies in Collaborative Assessments

2016 ◽  
pp. 319-343 ◽  
Author(s):  
Yigal Rosen ◽  
Maryam Mosharraf
Keyword(s):  
Problem Solving ◽  
Large Scale ◽  
Collaborative Problem Solving ◽  
Future Research ◽  
Educational Systems ◽  
Virtual Agents ◽  
Daily Lives ◽  
Large Scale Assessment ◽  
Collaborative Problem ◽  
Scalable Learning

Often in our daily lives we learn and work in groups. In recognition of the importance of collaborative and problem solving skills, educators are realizing the need for effective and scalable learning and assessment solutions to promote the skillset in educational systems. In the settings of a comprehensive collaborative problem solving assessment, each student should be matched with various types of group members and must apply the skills in varied contexts and tasks. One solution to these assessment demands is to use computer-based (virtual) agents to serve as the collaborators in the interactions with students. The chapter presents the premises and challenges in the use of computer agents in the assessment of collaborative problem solving. Directions for future research are discussed in terms of their implications to large-scale assessment programs.

Computer Agent Technologies in Collaborative Learning and Assessment

2019 ◽  
pp. 229-238
Author(s):  
Yigal Rosen
Keyword(s):  
Problem Solving ◽  
Collaborative Problem Solving ◽  
Educational Systems ◽  
Virtual Agents ◽  
Problem Solving Skills ◽  
Computer Agent ◽  
Collaborative Problem ◽  
Scalable Learning ◽  
Group Members ◽  
Computer Based

In recognition of the importance of collaborative and problem-solving skills, educators are realizing the need for effective and scalable learning and assessment solutions to promote the skillset in educational systems. In the settings of a comprehensive collaborative problem-solving assessment, each student should be matched with various types of group members and must apply the skills in varied contexts and tasks. One solution to these assessment demands is to use computer-based (virtual) agents to serve as the collaborators in the interactions with students. The chapter presents the premises and challenges in the use of computer agents in the assessment of collaborative problem solving and describes how human and computer agent collaborative assessments are used in an international learning and assessment project, Animalia.

Computer Agent Technologies in Collaborative Learning and Assessment

2018 ◽  
pp. 2402-2410 ◽  
Author(s):  
Yigal Rosen
Keyword(s):  
Problem Solving ◽  
Collaborative Problem Solving ◽  
Educational Systems ◽  
Virtual Agents ◽  
Problem Solving Skills ◽  
Computer Agent ◽  
Collaborative Problem ◽  
Scalable Learning ◽  
Group Members ◽  
Computer Based

In recognition of the importance of collaborative and problem solving skills, educators are realizing the need for effective and scalable learning and assessment solutions to promote the skillset in educational systems. In the settings of a comprehensive collaborative problem solving assessment, each student should be matched with various types of group members and must apply the skills in varied contexts and tasks. One solution to these assessment demands is to use computer-based (virtual) agents to serve as the collaborators in the interactions with students. The chapter presents the premises and challenges in the use of computer agents in the assessment of collaborative problem solving and describes how human and computer agent collaborative assessments are used in international learning and assessment project Animalia.

scholarly journals Online and other ICT-based Assessment Tools for Problem-solving Skills

2016 ◽  
Vol 11 (04) ◽  
pp. 56 ◽  
Author(s):  
Athanasios Drigas ◽  
Maria Karyotaki
Keyword(s):  
Problem Solving ◽  
Cognitive Skills ◽  
Large Scale ◽  
Thinking Skills ◽  
Assessment Tools ◽  
Collaborative Problem Solving ◽  
Future Research ◽  
Problem Solving Skills ◽  
Collaborative Problem ◽  
Group Members

Problem-solving skills assessment starts with the imperative that the hypothesized construct of skills, is theoretically sound. Secondly, assessment refers to identifying and recording inductive and deductive types of reasoning as well as divergent and convergent thinking skills. The aforementioned procedures should be measured, independent of specific learning domains or knowledge backgrounds. Future research should be oriented towards the development of a prototype set of tasks that would embed problem-solving skills in different content and context areas and that would act as a model for implementation in online large-scale assessments. Furthermore, the classroom provides an environment amenable to collaborative problem solving, in which capturing the progress of students’ both social and cognitive processes through identifying the exchange of implicit and explicit types of information, remains to be sufficiently addressed. Effective collaborative problem-solving assessment is related to well-defined, real-world problems as well as to the provision of respective scaffolds to group members for developing their cognitive and meta-cognitive skills. In other words, effective collaborative problem-solving assessment should bring about and measure group members’ cognitive and meta-cognitive skills, evolving from the social regulation of processes, such as goal setting, connecting information and patterns as well as testing hypotheses.

scholarly journals Factors Predicting Collaborative Problem Solving: Based on the Data From PISA 2015

2021 ◽  
Vol 6 ◽  
Author(s):  
Pan Tang ◽  
Hao Liu ◽  
Hongbo Wen
Keyword(s):  
Problem Solving ◽  
Large Scale ◽  
International Student ◽  
Student Assessment ◽  
Hierarchical Linear Model ◽  
Collaborative Problem Solving ◽  
School Level ◽  
Large Scale Assessment ◽  
International Student Assessment ◽  
Collaborative Problem

Collaborative problem solving (CPS) competency is critical in the twenty-first century. The Program for International Student Assessment (PISA) launched a large-scale assessment of CPS competency for the first time in 2015. Beijing, Shanghai, Jiangsu, and Guangdong provinces in China participated the assessment and scored an average of 496, which was slightly lower than the OECD average 500 and ranked 25th among the 51 countries and economies participating in the assessment. Therefore, this research was conducted to dig into the factors predicting students’ CPS competency, and help students improve it. Most research about CPS has fallen into the construction of the CPS framework and the effectiveness of CPS; research focusing on the factors predicting CPS competency is rare. Accordingly, a hierarchical linear model (HLM) was constructed to investigate the factors predicting students’ CPS competency in the current research. The model revealed that there was a large difference of students’ CPS competency among schools. In addition, among student-level variables, gender, grade, ESCS, ICT resources, students’ attitude toward CPS, and teacher unfairness were effective in predicting students’ CPS competency; among school-level variables, school location, schools’ ESCS and the proportion of all teachers fully certified predicted students’ CPS competency positively. The findings implied that in order to enhance students’ CPS competency, CPS competency training should be permeated through all the subjects; schools should employ teachers who are fully qualified; teachers should treat each student fairly; and students should be provided with more ICT resources and etc.

scholarly journals Exploring the Relationship between Emergent Sociocognitive Roles, Collaborative Problem- Solving Skills and Outcomes: A Group Communication Analysis

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Nia Dowell ◽  
Yiwen Lin ◽  
Andrew Godfrey ◽  
Christopher Brooks
Keyword(s):  
Problem Solving ◽  
Group Communication ◽  
Educational Practice ◽  
Collaborative Problem Solving ◽  
Future Research ◽  
Communication Analysis ◽  
Problem Solving Skills ◽  
Collaborative Problem ◽  
Team Interactions ◽  
The Relationship

Collaborative problem-solving (CPS) has become an essential component of today’s knowledge-based, innovation- centred economy and society. As such, communication and CPS are now considered critical 21st century skills and incorporated into educational practice, policy, and research. Despite general agreement that these are important skills, there is less agreement on how to capture sociocognitive processes automatically during team interactions to gain a better understanding of their relationship with CPS outcomes. The availability of naturally occurring educational discourse data within online CPS platforms presents a golden opportunity to advance understanding about online learner sociocognitive roles and ecologies. In this paper, we explore the relationship between emergent sociocognitive roles, collaborative problem-solving skills, and outcomes. Group Communication Analysis (GCA) — a computational linguistic framework for analyzing the sequential interactions of online team communication — was applied to a large CPS dataset in the domain of science (participant N = 967; team N = 480). The ETS Collaborative Science Assessment Prototype (ECSAP) was used to measure learners’ CPS skills, and CPS outcomes. Cluster analyses and linear mixed-effects modelling were used to detect learner roles, and assess the relationship between those roles on CPS skills and outcomes. Implications for future research and practice are discussed regarding sociocognitive roles and collaborative problem-solving skills.

Fantastic four! Problem-solving processes of a professional string quartet

2021 ◽  
pp. 030573562199874
Author(s):  
Rebecca A Roesler
Keyword(s):  
Problem Solving ◽  
String Quartet ◽  
Domain Knowledge ◽  
Collaborative Problem Solving ◽  
Future Research ◽  
Leadership Roles ◽  
Collaborative Problem ◽  
Problem Solving Process ◽  
Musical Context ◽  
Problem Solving Behavior

The purpose of this study was to provide a rich multi-dimensional view of expert musical collaborative problem-solving processes. I analyzed the collaborative problem-solving process during three subsequent rehearsals by a professional string quartet, applying Roesler’s (2016) model of musical problem-solving components. As Roesler observed with shared problem solving during one-to-one instruction, problem-solving components were enacted by and distributed among members of the quartet in any combination. In addition, quartet members prompted problem-solving behavior from one another in a similar way that teachers prompted problem-solving behavior from students (Roesler, 2017). Leadership roles shifted fluidly among quartet members from moment to moment. Domain knowledge and musical context were a critical component of their decision-making process. Additional observed rehearsal strategies are outlined. Suggestions for future research and applications of these findings are discussed, including the learning of collaborative problem-solving skill through participation in small musical ensembles.

External Support for Collaborative Medication Planning by Patients and Providers

2007 ◽  
Vol 51 (11) ◽  
pp. 722-724 ◽  
Author(s):  
Daniel Morrow ◽  
Liza Raquel ◽  
Angela Schriver ◽  
Seth Redenbo ◽  
David Rozovski
Keyword(s):  
Older Adults ◽  
Patient Safety ◽  
Problem Solving ◽  
Treatment Guidelines ◽  
Safety Issue ◽  
Collaborative Problem Solving ◽  
External Support ◽  
Daily Lives ◽  
Collaborative Problem ◽  
Patient Safety Issue

Older adults' medication nonadherence is an important patient safety issue. Adherence depends on plans that instantiate treatment guidelines in the context of patients' daily lives, but the ability to create successful plans is often undercut by poor collaboration between providers and patients. We investigated whether external aids can support the provider/patient collaboration needed to create effective plans for taking multiple medications. We tested whether an external aid that was designed to reduce cognitive load associated with collaborative problem solving (“medtable”) was more effective than an unstructured aid (blank paper) in a simulated patient/provider collaboration task. Findings suggested that pairs of older adults worked together more efficiently to create accurate schedules when using the medtable.

Sign in / Sign up

Export Citation Format

Share Document