Modeling Collaborative Interaction Patterns in a Simulation‐Based Task

Andrews, Jessica J.; Kerr, Deirdre; Mislevy, Robert J.; Davier, Alina von; Hao, Jiangang; Liu, Lei

doi:10.1111/jedm.12132

Cited by 20 publications

(10 citation statements)

References 29 publications

(38 reference statements)

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“…Emerging approaches in educational measurement might prove useful to this end. For example, Andrews et al . recently used the Andersen/Rasch (A/R) multivariate item response theory (IRT) model to assess interaction patterns in dyads and explore how interaction patterns relate to performance outcomes.…”

Section: Discussionmentioning

confidence: 99%

Considering the interdependence of clinical performance: implications for assessment and entrustment

et al. 2018

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IntroductionOur ability to assess independent trainee performance is a key element of competency‐based medical education (CBME). In workplace‐based clinical settings, however, the performance of a trainee can be deeply entangled with others on the team. This presents a fundamental challenge, given the need to assess and entrust trainees based on the evolution of their independent clinical performance. The purpose of this study, therefore, was to understand what faculty members and senior postgraduate trainees believe constitutes independent performance in a variety of clinical specialty contexts.MethodsFollowing constructivist grounded theory, and using both purposive and theoretical sampling, we conducted individual interviews with 11 clinical teaching faculty members and 10 senior trainees (postgraduate year 4/5) across 12 postgraduate specialties. Constant comparative inductive analysis was conducted. Return of findings was also carried out using one‐to‐one sessions with key informants and public presentations.ResultsAlthough some independent performances were described, participants spoke mostly about the exceptions to and disclaimers about these, elaborating their sense of the interdependence of trainee performances. Our analysis of these interdependence patterns identified multiple configurations of coupling, with the dominant being coupling of trainee and supervisor performance. We consider how the concept of coupling could advance workplace‐based assessment efforts by supporting models that account for the collective dimensions of clinical performance.ConclusionThese findings call into question the assumption of independent performance, and offer an important step toward measuring coupled performance. An understanding of coupling can help both to better distinguish independent and interdependent performances, and to consider revising workplace‐based assessment approaches for CBME.

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Section: Discussionmentioning

confidence: 99%

Considering the interdependence of clinical performance: implications for assessment and entrustment

et al. 2018

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“…Collaborative skills are needed in many contexts such as school, workplace, even in the military. These skills are potentially effective for improving learning outcomes and performance [24]. The collaborative skills to be developed in Islamic learning refers to the indicator put forward by Bosworth [25].…”

Section: Collaborative Skill Indicatormentioning

confidence: 99%

Window Shopping Learning Model on Islamic Education and Creative-Collaborative Skill Improvement

Abdurrohman¹,

Nasrudin²,

Saepurrohman³

et al. 2018

Proceedings of the International Conference on Islamic Education (ICIE 2018)

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In the modern era, Islamic Education (IE) for adolescents does not have to use a dogmatic approach. Creative efforts are needed to make religious learning not only effective but also enjoyable. This research would like to reveal the results of qualitative analysis of the IE's learning process by using windows shopping learning model. The research method is qualitative descriptive. The results of the research are (1) Analysis of basic competence on one of IE's topics (2) Analysis of creative thinking skill indicator (3) Analysis of collaborative skills indikator and (4) Design of Islamic learning by using window shopping. This study concludes that through learning window shopping, learners are facilitated to develop creative-collaborative thinking skills that impact on Islamic learning more flexible, interactive and fun without reducing the substance and basic competence desired. More quantitative follow-up research is needed to measure improvements in the creative-collaborative skills of the learners.

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“…In the ECSAP project, we developed a simulation-based task in the domain of science and recruited 500 dyads formed from 1,000 participants randomly selected to complete the task collaboratively. The details of the ECSAP are beyond the scope of the current report; we refer readers to the relevant papers for more detail (Andrews et al, 2017;Flor et al, 2016;Halpin et al, 2017;Hao et al, 2015;Hao, Liu, et al, 2016;Liu et al, 2015;von Davier & Halpin, 2013). All the pains we experienced during the development of the ECSAP project led us to think of a platform with important features that would greatly ease the implementation of research on collaboration at scale.…”

Section: Important Features Of a Platform For Studying Collaborationmentioning

confidence: 99%

“…We first introduce important features that an online platform should have to support research on collaboration and why most existing tools do not meet the needs. The findings are primarily based on our research on computer-supported collaborative learning and assessment (Andrews et al, 2017;Flor, Yoon, Hao, Liu, & von Davier, 2016;Halpin, von Davier, Hao, & Liu, 2017;Hao, Liu, von Davier, Kyllonen, & Kitchen, 2016;Liu, Hao, von Davier, Kyllonen, & Zapata-Rivera, 2015;von Davier & Halpin, 2013).…”

mentioning

confidence: 99%

EPCAL: ETS Platform for Collaborative Assessment and Learning

Hao

Liu

Davier

et al. 2017

ETS Research Report Series

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Most existing software tools for online collaboration are designed to support the collaboration itself instead of the study of collaboration with a systematic team and task management system. In this report, we identify six important features for a platform to facilitate the study of online collaboration. We then introduce the Educational Testing Service Platform for Collaborative Assessment and Learning (EPCAL), which was developed to encompass these features to enable both large‐scale online collaboration itself and the research on these collaborations. The collaboration management features of the EPCAL also make it an ideal tool for teachers to carry out computer‐supported collaborative learning and assessment activities in classroom settings.

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Modeling Collaborative Interaction Patterns in a Simulation‐Based Task

Cited by 20 publications

References 29 publications

Considering the interdependence of clinical performance: implications for assessment and entrustment

Considering the interdependence of clinical performance: implications for assessment and entrustment

Window Shopping Learning Model on Islamic Education and Creative-Collaborative Skill Improvement

EPCAL: ETS Platform for Collaborative Assessment and Learning

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