Mapping an Experiment-Based Assessment of Collaborative Behavior onto Collaborative Problem Solving in PISA 2015: A Cluster Analysis Approach for Collaborator Profiles

Autor/inn/en	Herborn, Katharina; Mustafic, Maida; Greiff, Samuel
Titel	Mapping an Experiment-Based Assessment of Collaborative Behavior onto Collaborative Problem Solving in PISA 2015: A Cluster Analysis Approach for Collaborator Profiles
Quelle	In: Journal of Educational Measurement, 54 (2017) 1, S.103-122 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0655
DOI	10.1111/jedm.12135
Schlagwörter	Cooperative Learning; Problem Solving; Computer Simulation; Evaluation Methods; Achievement Tests; Foreign Countries; International Assessment; Secondary School Students; Models; Multivariate Analysis; Cognitive Processes; Motivation; Low Achievement; High Achievement; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Problemlösen; Computergrafik; Computersimulation; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Sekundarschüler; Analogiemodell; Multivariate Analyse; Cognitive process; Kognitiver Prozess; psychologische; Motivation (psychologisch); Unterdurchschnittliche Leistung
Abstract	Collaborative problem solving (CPS) assessment is a new academic research field with a number of educational implications. In 2015, the Programme for International Student Assessment (PISA) assessed CPS with a computer-simulated human-agent (H-A) approach that claimed to measure 12 individual CPS skills for the first time. After reviewing the approach, we conceptually embedded a computer-based collaborative behavior assessment (COLBAS) into the overarching PISA 2015 CPS approach. COLBAS is an H-A CPS assessment instrument that can be used to measure certain aspects of CPS. In addition, we applied a model-based cluster analysis to the embedded COLBAS aspects. The analysis revealed three types of student collaborator profiles that differed in cognitive performance and motivation: (a) passive low-performing (non-)collaborators, (b) active high-performing collaborators, and (c) compensating collaborators. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01