Collaborative Learning and Assessment of Science

Virtual Agents ◽

Assessment Task ◽

Collaborative Problem ◽

Assessment Tasks ◽

Potential Applications ◽

Group Members ◽

In order to understand potential applications of collaborative problem solving (CPS) assessment tasks, it is necessary to examine empirically the multi-faceted student performance that may be distributed across collaboration methods and purposes of the assessment. Ideally, 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. This paper proposes human-to-agent (H-A) approach for formative CPS assessment and describes an international pilot study aimed to provide preliminary empirical findings on the use of H-A CPS assessment to inform collaborative learning. Overall, the findings showed promise in terms of using H-A CPS assessment task as a formative tool for structuring effective groups in the context of CPS online learning.

Advanced Methodologies and Technologies in Modern Education Delivery - Advances in Educational Technologies and Instructional Design ◽

Computer Agent Technologies in Collaborative Learning and Assessment

10.4018/978-1-5225-7365-4.ch019 ◽

2019 ◽

pp. 229-238

Author(s):

Yigal Rosen

Keyword(s):

Problem Solving ◽

Educational Systems ◽

Virtual Agents ◽

Problem Solving Skills ◽

Computer Agent ◽

Collaborative Problem ◽

Scalable Learning ◽

Group Members ◽

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

Encyclopedia of Information Science and Technology, Fourth Edition ◽

10.4018/978-1-5225-2255-3.ch209 ◽

2018 ◽

pp. 2402-2410 ◽

Cited By ~ 1

Author(s):

Yigal Rosen

Keyword(s):

Problem Solving ◽

Educational Systems ◽

Virtual Agents ◽

Problem Solving Skills ◽

Computer Agent ◽

Collaborative Problem ◽

Scalable Learning ◽

Group Members ◽

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.

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

International Journal of Emerging Technologies in Learning (iJET) ◽

10.3991/ijet.v12i04.6737 ◽

2017 ◽

Vol 12 (04) ◽

pp. 163 ◽

Cited By ~ 4

Author(s):

Jalal Nouri ◽

Anna Åkerfeldt ◽

Uno Fors ◽

Staffan Selander

Keyword(s):

Problem Solving ◽

Predictive Validity ◽

Technology Enhanced Learning ◽

Assessment Framework ◽

Problem Solving Skills ◽

Assessment Task ◽

Collaborative Problem ◽

Computer Based ◽

Enhanced Learning

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.

Comparative analysis of student performance in collaborative problem solving: What does it tell us?

Australian Journal of Education ◽

10.1177/0004944120957390 ◽

2020 ◽

Vol 64 (3) ◽

pp. 282-303

Author(s):

Claire Scoular ◽

Sofia Eleftheriadou ◽

Dara Ramalingam ◽

Dan Cloney

Keyword(s):

Problem Solving ◽

Student Performance ◽

International Student ◽

Student Assessment ◽

Policy Makers ◽

International Student Assessment ◽

Collaborative Problem ◽

Complex Skill ◽

Collaboration is a complex skill, comprised of multiple subskills, that is of growing interest to policy makers, educators and researchers. Several definitions and frameworks have been described in the literature to support assessment of collaboration; however, the inherent structure of the construct still needs better definition. In 2015, the Organisation for Economic Cooperation and Development, in their Programme for International Student Assessment assessed 15-year-old students’ collaborative problem solving achievement, with the use of computer-simulated agents, aiming to address the lack of internationally comparable data in this field. This paper explores what the data from this assessment tell us about the skill, and how these data compare with data from two other assessments of collaboration. Analyses enable comment on the extent to which the three assessments are measuring the same construct, and the extent to which the construct can be covered using computer-based assessments. These investigations generate better understanding of this complex and innovative domain.

Handbook of Research on Technology Tools for Real-World Skill Development - Advances in Higher Education and Professional Development ◽

Computer Agent Technologies in Collaborative Assessments

10.4018/978-1-4666-9441-5.ch012 ◽

2016 ◽

pp. 319-343 ◽

Cited By ~ 1

Author(s):

Yigal Rosen ◽

Maryam Mosharraf

Keyword(s):

Problem Solving ◽

Large Scale ◽

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.

Designing collaborative problem solving assessment tasks in engineering: an evaluative judgement perspective

Assessment & Evaluation in Higher Education ◽

10.1080/02602938.2020.1836122 ◽

2020 ◽

pp. 1-15

Author(s):

Abbas Mehrabi Boshrabadi ◽

M. Reza Hosseini

Keyword(s):

Problem Solving ◽

Collaborative Problem ◽

Assessment Tasks ◽

Evaluative Judgement

Collaborative Problem-Solving with Logo: Effects of Group Size and Group Composition

Journal of Educational Computing Research ◽

10.2190/g21q-t0db-dddq-11ur ◽

1987 ◽

Vol 3 (3) ◽

pp. 313-334 ◽

Cited By ~ 25

Author(s):

Edgar Guntermann ◽

Mariela Tovar

Keyword(s):

Group Composition ◽

Process Analysis ◽

Experimental Session ◽

Female Group ◽

Practice Session ◽

Collaborative Problem ◽

Interaction Processes ◽

Group Members ◽

Mixed Groups

This study investigated productivity in individuals versus groups of two or three as well as the interaction processes underlying differences between dyads and triads and differences between male, female or mixed groups learning LOGO on microcomputers. Thirty-six students aged ten learned LOGO individually or in groups of two or three for one session, had a practice session, then were required to produce a graphic in LOGO for the experimental session. No differences were found between individuals and groups, in terms of productivity. Group interaction (as measured by the Bales Interaction Process Analysis [1], was found to be similar in two and three person groups. However, significant ( p < .05) differences were observed among male, female, and mixed groups. The direction of these differences were as follows: males displayed more solidarity than females or mixed groups, the female group members were much more likely to express agreement with their peers than were members of the males group. There was also more asking of information in the male groups than the female groups. Finally, males expressed much more antagonism than females or mixed groups. These results are discussed in light of previous studies in this area.

Relative incidence and origins of achievement emotions in computer-based collaborative problem-solving: A control-value approach

Computers in Human Behavior ◽

10.1016/j.chb.2019.03.035 ◽

2019 ◽

Vol 98 ◽

pp. 41-49 ◽

Cited By ~ 1

Author(s):

Jesus Camacho-Morles ◽

Gavin R. Slemp ◽

Lindsay G. Oades ◽

Reinhard Pekrun ◽

Lucy Morrish

Keyword(s):

Problem Solving ◽

Achievement Emotions ◽

Control Value ◽

Collaborative Problem ◽

Relative Incidence ◽

Handbook of Research on Technology Tools for Real-World Skill Development - Advances in Higher Education and Professional Development ◽

A Tough Nut to Crack

10.4018/978-1-4666-9441-5.ch013 ◽

2016 ◽

pp. 344-359 ◽

Cited By ~ 4

Author(s):

Lei Liu ◽

Jiangang Hao ◽

Alina A. von Davier ◽

Patrick Kyllonen ◽

Juan-Diego Zapata-Rivera

Keyword(s):

Cognitive Skills ◽

International Student ◽

Student Assessment ◽

Virtual Agents ◽

Computer Supported Collaborative Learning ◽

International Student Assessment ◽

Collaborative Problem ◽

Collaborative Activities ◽

Collaborative Skills

The purpose of our project is to explore the measurement of cognitive skills in the domain of science through collaborative problem solving tasks, measure the collaborative skills, and gauge the potential feasibility of using game-like environments with avatar representation for the purposes of assessing the relevant skills. We are comparing students' performance in two conditions. In one condition, students work individually with two virtual agents in a game-like task. In the second condition, dyads of students work collaboratively with two virtual agents in the similar game-like task through a chat box. Our research is motivated by the distributed nature of cognition, extant research on computer-supported collaborative learning (CSCL) which has shown great value of collaborative activities for learning, and the framework for the Programme for International Student Assessment (PISA) framework. This chapter focuses on the development and implementation of a conceptual model to measure individuals' cognitive and social skills through collaborative activities.