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

Authors

  • Jalal Nouri Department of computer and system sciences, Stockholm University
  • Anna Ã…kerfeldt Department of child and youth studies, Stockholm university
  • Uno Fors Department of computer and systems sciences, Stockholm University
  • Staffan Selander Department of computer and systems sciences, Stockholm University

DOI:

https://doi.org/10.3991/ijet.v12i04.6737

Keywords:

collaborative problem solving, assessment, 21st century skills, PISA

Abstract


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.

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Published

2017-04-28

How to Cite

Nouri, J., Ã…kerfeldt, A., Fors, U., & Selander, S. (2017). 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), 12(04), pp. 163–174. https://doi.org/10.3991/ijet.v12i04.6737

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Papers