A Generalized Scoring Process to Measure Collaborative Problem Solving in Online Environments

Autor/inn/en	Scoular, Claire; Care, Esther
Titel	A Generalized Scoring Process to Measure Collaborative Problem Solving in Online Environments
Quelle	In: Educational Assessment, 24 (2019) 3, S.213-234 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1062-7197
DOI	10.1080/10627197.2019.1615372
Schlagwörter	Cooperation; Problem Solving; Scoring; 21st Century Skills; Foreign Countries; Computer Assisted Testing; Student Behavior; Item Response Theory; Behavior Patterns; Early Adolescents; Australia + Suchen Sie Ihr Suchwort? Co-operation; Kooperation; Problemlösen; Bewertung; Ausland; Student behaviour; Schülerverhalten; Item-Response-Theorie; Australien
Abstract	Recent educational and psychological research has highlighted shifting workplace requirements and change required to equip the emerging workforce with skills for the 21st century. The emergence of these highlights the issues, and drives the importance, of new methods of assessment. This study addresses some of the issues by describing a scoring process for measuring collaborative problem solving (CPS) in online environments. The method presented, from conceptualization to implementation, centers on its generalizable application, presenting a systematic process of identifying, coding, and scoring behavior patterns in log stream data generated from assessments. Item Response Theory was used to investigate the psychometric properties of behavior patterns. The goal of this study was to present an approach that informs new measurement practices in relation to sociocognitive latent traits and their processes. The generalized scoring process provides an efficient approach to develop measures of social and cognitive skills in online environments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01