scholarly journals Computer-Based Collaborative Problem Solving in PISA 2015 and the Role of Personality

2019 ◽  
Vol 7 (3) ◽  
pp. 15 ◽  
Author(s):  
Matthias Stadler ◽  
Katharina Herborn ◽  
Maida Mustafić ◽  
Samuel Greiff
Keyword(s):  
Problem Solving ◽  
Structural Equation ◽  
Student Assessment ◽  
Investment Model ◽  
Collaborative Problem Solving ◽  
Big Five Personality ◽  
International Student Assessment ◽  
Social Collaboration ◽  
Collaborative Problem ◽  
The Impact

Collaborative problem solving (CPS) is an essential 21st century skill at the intersection of social collaboration and cognitive problem solving, and is increasingly integrated in educational programs, such as the influential Programme for International Student Assessment (PISA). As research has identified the impact of the Big Five personality traits either on cognitive ability or social collaboration skills in groups, this study firstly identified their impact on the conjoint construct of CPS. Results from structural equation modelling (N = 483) found openness to experience and agreeableness as predictors for CPS performance. The results are embedded in the lifelong learning and investment model by Ackermann and provide implications for PISA 2015, as original PISA 2015 CPS tasks were used.

scholarly journals Assessing Collaborative Problem Solving Competency Through Integrated Natural Science Teaching of the Topic “nonmetals” in Chemistry Grade 11

2018 ◽  
Vol 34 (3) ◽  
Author(s):  
Vu Phuong Lien
Keyword(s):  
Problem Solving ◽  
Science Teaching ◽  
Natural Science ◽  
Educational Administration ◽  
International Student ◽  
Student Assessment ◽  
Collaborative Problem Solving ◽  
International Student Assessment ◽  
Collaborative Problem ◽  
Problem Solving Competency

Study the structure of collaborative problem solving (CPS) competence through teaching of the topic “nonmetals” using integrated natural science approach, the paper proposes a topic-building process, corresponding indicators, assessment toolkit, and teaching implementation process and measures for the formation and development of students’ CPS competence. Key words Competence, collaborative problem solving competency, integrated natural science teaching, teaching properties of nonmetals References 1. Greiff, S. (2012), From interactive to collaborative problem solving: current issues in the Programme for International Student Assessment. 2. Grinffin, E. C. (2015), Assessment of Collaborative Problem Solving. 3. NESTA, Solved! Making the case for collaborative problem-solving4. Kỉ yếu hội thảo dạy học tích hợp dạy học phân hóa (2014)5. Patrick Griffin, Esther Care, 2015, Assessment and teaching of 21st Century 6. Patrick Griffin, Esther Care, 2015, Developing learners’ collaborative problem solving skills. 7. PISA 2015, Draft Collaborative Problem Solving framework, OECD Programme for International Student Assessment 2015 8. PISA 2015 Released field trial cognitive items, OECD Programme for International Student Assessment 2015 9. PISA 2018, Draft framework 10. Richard M. Fealder, Rebecca Brent, Cooperative Learning 11. Rod Ellis, The Methodology of Task-based teaching 12. Weinert, F. E. (2001), Concept of Competence: a conceptual definition. In: Rychen, D.S.; Salganik, L.H., eds. Defining and Selecting Key Competencies, p46. 13. Worf, A. (1995), Competence – Based Assessment.14. Lê Thái Hưng, Vũ Phương Liên, Nguyễn Thị Phương Vy, Assessing Collaborative Problem Solving Competency Through Integrated Theme Based Teaching Chemistry, Proceedings of the International Conference on Research of Educational Administration and Management (ICREAM 2017), October 17, 2017, Bandung, Indonesia, Taylor & Francis Group, UK.15. Trần Trunh Ninh, Vũ Phương Liên, Năng lực hợp tác giải quyết vấn đề của học sinh thông qua dạy học Hóa học THPT, Tạp chí Khoa học Giáo dục, Số 2, 02/ 2018. 16. Vũ Phương Liên, Ngô Nam Sinh, Hình thành năng lực hợp tác giải quyết vấn đề thông qua dạy học hóa học theo hình thức trải nghiệm, Tạp chí Khoa học Giáo dục, Số 146, 11/2017 17. Vũ Phương Liên, Lê Thái Hưng, Ngô Ngọc Kiên, Bước đầu triển khai dạy học tích hợp liên môn các môn khoa học tự nhiên ở trường THPT, Tạp chí Giáo dục, số 380, 4/2016

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.

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

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 ◽  
Collaborative Problem Solving ◽  
Policy Makers ◽  
International Student Assessment ◽  
Collaborative Problem ◽  
Complex Skill ◽  
Computer Based

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.

A Tough Nut to Crack

2016 ◽  
pp. 344-359 ◽  
Author(s):  
Lei Liu ◽  
Jiangang Hao ◽  
Alina A. von Davier ◽  
Patrick Kyllonen ◽  
Juan-Diego Zapata-Rivera
Keyword(s):  
Cognitive Skills ◽  
International Student ◽  
Student Assessment ◽  
Collaborative Problem Solving ◽  
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.

Assessing the Success of an Industrial Cluster

2012 ◽  
Vol 3 (3) ◽  
pp. 21-36 ◽  
Author(s):  
Neil Reid ◽  
Bruce W. Smith
Keyword(s):  
Problem Solving ◽  
Development Strategy ◽  
Industrial Cluster ◽  
Industrial Clusters ◽  
Collaborative Problem Solving ◽  
Energy Costs ◽  
Collaborative Problem ◽  
Regional Development Strategy ◽  
The Impact ◽  
Reducing Energy

Industrial clusters have received considerable attention as a regional development strategy. While their efficacy has been debated by academics, clusters have become popular among practitioners. Despite clusters’ acceptance, there have been few attempts to measure their success or their impact on constituent firms. This paper outlines and discusses the metrics developed to evaluate the success of the northwest Ohio greenhouse cluster. The cluster was launched in 2004 to help the industry become more competitive though collaborative problem solving. In identifying success metrics, the authors were cognizant of the fact that they had to reflect the cluster’s objectives and goals. Thus metrics that measured the impact of branding and marketing efforts, reducing energy costs, and increasing collaboration among cluster stakeholders were developed. The work reported in this paper is only the beginning phases of a longer-term, on-going effort to track the progress and success of the northwest Ohio greenhouse cluster.

Assessing the Success of an Industrial Cluster

2013 ◽  
pp. 1053-1068
Author(s):  
Neil Reid ◽  
Bruce W. Smith
Keyword(s):  
Problem Solving ◽  
Regional Development ◽  
Development Strategy ◽  
Industrial Clusters ◽  
Collaborative Problem Solving ◽  
Energy Costs ◽  
Collaborative Problem ◽  
Regional Development Strategy ◽  
The Impact ◽  
Reducing Energy

Industrial clusters have received considerable attention as a regional development strategy. While their efficacy has been debated by academics, clusters have become popular among practitioners. Despite clusters’ acceptance, there have been few attempts to measure their success or their impact on constituent firms. This paper outlines and discusses the metrics developed to evaluate the success of the northwest Ohio greenhouse cluster. The cluster was launched in 2004 to help the industry become more competitive though collaborative problem solving. In identifying success metrics, the authors were cognizant of the fact that they had to reflect the cluster’s objectives and goals. Thus metrics that measured the impact of branding and marketing efforts, reducing energy costs, and increasing collaboration among cluster stakeholders were developed. The work reported in this paper is only the beginning phases of a longer-term, on-going effort to track the progress and success of the northwest Ohio greenhouse cluster.

scholarly journals Collaborative Robotics, More Than Just Working in Groups

2017 ◽  
Vol 56 (7) ◽  
pp. 979-1004 ◽  
Author(s):  
Kellie Taylor ◽  
Youngkyun Baek
Keyword(s):  
Problem Solving ◽  
Learning Motivation ◽  
Collaborative Problem Solving ◽  
Process Skills ◽  
Science Process Skills ◽  
Collaborative Robotics ◽  
Experience Level ◽  
Positive Effects ◽  
Collaborative Problem ◽  
The Impact

The purpose of this study was to determine what collaborative interventions produce positive effects for students working on collaborative robotics projects for science process skills, collaborative problem-solving, and learning motivation. In addition, the study examined the impact students’ prior robotics experience had on science process skills, collaborative problem-solving, and learning motivation. The results indicated experience level and collaboration interventions can have impacts on students. Assigned Group Roles had positive effects on students’ motivation and collaborative problem-solving. Experience level also had effects upon student learning motivation and collaborative problem-solving with the Novice status associated with higher levels as compared with students who had more experience. A collaboration intervention was identified that has the potential to produce positive effects for students in collaborative robotics projects as well as assist classroom educators in the purposeful design of collaborative robotics projects with scientifically based strategies to improve the attitudinal outcomes for students of various robotics experience.

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