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Designs for Operationalizing Collaborative Problem Solving for Automated Assessment
Author(s) -
Scoular Claire,
Care Esther,
Hesse Friedrich W.
Publication year - 2017
Publication title -
journal of educational measurement
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.917
H-Index - 47
eISSN - 1745-3984
pISSN - 0022-0655
DOI - 10.1111/jedm.12130
Subject(s) - construct (python library) , operationalization , set (abstract data type) , task (project management) , computer science , construct validity , cognitive psychology , scale (ratio) , cognition , psychology , management science , psychometrics , developmental psychology , engineering , philosophy , physics , systems engineering , epistemology , quantum mechanics , neuroscience , programming language
Collaborative problem solving is a complex skill set that draws on social and cognitive factors. The construct remains in its infancy due to lack of empirical evidence that can be drawn upon for validation. The differences and similarities between two large‐scale initiatives that reflect this state of the art, in terms of underlying assumptions about the construct and approach to task development, are outlined. The goal is to clarify how definitions of the nature of the construct impact the approach to design of assessment tasks. Illustrations of two different approaches to the development of a task designed to elicit behaviors that manifest the construct are presented. The method highlights the degree to which these approaches might constrain a comprehensive assessment of the construct.