Assessing collaborative problem-solving skills among elementary school students

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dc.article.number115674
dc.contributor.authorRojas, Matias
dc.contributor.authorNussbaum, Miguel
dc.contributor.authorChiuminatto Munoz Pablo Andres
dc.contributor.authorGuerrero, Orlando
dc.contributor.authorGreiff, Samuel
dc.contributor.authorKrieger, Florian
dc.contributor.authorWesthuizen, Lindie Van Der
dc.date.accessioned2024-05-15T08:00:38Z
dc.date.available2024-05-15T08:00:38Z
dc.date.issued2021
dc.description.abstractAs 21st century skills have become increasingly important, Collaborative Problem Solving (CPS) is now considered essential in almost all areas of life. Different theoretical frameworks and assessment instruments have emerged for measuring this skill. However, more applied studies on its implementation and evaluation in real-life educational settings are required. In this sense, pre-post experimental designs are essential for identifying new methods for developing collaborative problem-solving skills. To do so, equivalent tests are needed to facilitate consistent score interpretations and reduce the practice effect. In the present study, a Design-Based Research approach is used to design and validate an assessment tool with two equivalent forms based on a framework proposed by the OECD and applied to a collaborative activity. A total of 719 students aged between 10 and 13 years old participated in the different stages of the study. The results show that the proposed instrument effectively measures the problem-solving dimension of collaborative problem-solving skills among students of this age. Moreover, the results from the test were equivalent for both forms and across genders. Finally, there were no significant differences when assessing collaborative problem-solving in human-human groups versus human-agent groups using the proposed instrument. For future work, we recommend including other data sources than just text-based conversations. This would allow us to capture the rich social interactions present in this type of activity. Future work should also consider exploring the extent to which skills could be trained. This could be done in an experimental design assessed using the equivalent forms of the proposed instrument as a pre- and post-test. Doing so would provide a more accurate measure of students' collaborative skills.
dc.description.funderFONDECYT/CONICYT
dc.format.extent45 páginas
dc.fuente.origenWOS
dc.identifier.doi10.1016/j.compedu.2021.104313
dc.identifier.eisbn978-3-030-11999-7
dc.identifier.eissn1873-782X
dc.identifier.isbn978-3-030-11998-0
dc.identifier.issn0360-1315
dc.identifier.scopusidSCOPUS_ID:85042286173
dc.identifier.urihttps://doi.org/10.1016/j.compedu.2021.104313
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/85667
dc.identifier.wosidWOS:000703569700007
dc.information.autorucEscuela de Ingeniería; Chiuminatto Munoz Pablo Andres; 0000-0001-7843-3402; 1005564
dc.issue.numero1
dc.language.isoen
dc.nota.accesoSin adjunto
dc.pagina.final173
dc.pagina.inicio143
dc.publisherPALGRAVE
dc.relation.ispartofDialogo Andino
dc.revistaCOMPUTERS & EDUCATION
dc.rightsregistro bibliográfico
dc.subjectCollaborative problem solving
dc.subjectAssessment
dc.subjectPISA 2015
dc.subjectValidation
dc.subjectDesign-based research
dc.subjectFIT INDEXES
dc.subjectTECHNOLOGY
dc.subjectSCIENCE
dc.subjectDESIGNS
dc.subjectENGAGE
dc.titleAssessing collaborative problem-solving skills among elementary school students
dc.typeartículo
dc.volumen175
sipa.codpersvinculados1005564
sipa.indexWOS
sipa.trazabilidadCarga WOS-SCOPUS;15-05-2024
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