The effects of guided elaboration in a CSCL programme on the learning outcomes of primary school students from Dutch and immigrant families

Prinsen, Fleur; Terwel, J.; Zijlstra, Bonne J. H.; Volman, Monique

doi:10.1080/13803611.2012.744694

Cited by 3 publications

(1 citation statement)

References 48 publications

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“…However, to date, there is no statistical theory for the assessment of individuals' cognitive skills in the collaborative context. Because cognitive skills are not currently assessed using CPS tasks, the evaluation of learning outcomes attributable to CPS continues to rely on traditional methods of assessment, such as, multiple-choice examinations administered in a pretest and posttest design (Cooper, Cox, Nammouz, Case, & Stevens, 2008;Crouch & Mazur, 2001;Deslauriers, Schelew, & Wieman, 2011;Dillenbourg, Järvelä, & Fischer, 2009;Gilles & Adrian, 2003;Kirschner, Pass, Kirschner, & Janssen, 2011;Koedinger, McLaughlin, & Heffernan, 2010;Kolloffel, Eysink, & Jong, 2011;Noroozi, Weinberger, Biemans, Teasley, & Mulder, 2012;Prinsen,Terwel, Zijlstra, & Volman, 2013;Sandi-Urena, Cooper, & Stevens, 2012). This approach to evaluation ignores the wealth of data made available by the collaborative activities themselves, essentially throwing away copious amounts of information that can provide the basis for a much more detailed analysis of what students know and what they can do with their knowledge.…”

Section: Literature Reviewmentioning

confidence: 99%

Collaborative Problem Solving and the Assessment of Cognitive Skills: Psychometric Considerations

Davier

Halpin

2013

ETS Research Report Series

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Collaboration is generally recognized as a core competency of today's knowledge economy and has taken a central role in recent theoretical and technological developments in education research. Yet, the methodology for assessing the learning benefits of collaboration continues to rely on educational tests designed for isolated individuals. Thus, what counts as evidence of learning does not correspond to current best practices for teaching, and it does not reflect what students are ultimately expected to be able to do with their knowledge. The goals of this paper are to give an overview of the research conducted in several fields of work related to collaboration, propose a framework for the assessment of cognitive skills (such as science or math) through collaborative problem‐solving tasks, and propose several statistical approaches to model the data collected from collaborative interactions. This research contributes to the knowledge needed to support a new generation of assessments based on collaboration.

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