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

IF 2.1 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Assessment Pub Date : 2019-05-16 DOI:10.1080/10627197.2019.1615372

C. Scoular, E. Care

引用次数: 6

Abstract

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.

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衡量在线环境下协同问题解决的广义评分过程

摘要最近的教育和心理学研究强调了工作场所需求的变化和为新兴劳动力提供21世纪技能所需的变革。这些问题的出现突出了新的评估方法的问题，并推动了其重要性。本研究通过描述在线环境中衡量协作问题解决（CPS）的评分过程来解决一些问题。所提出的方法，从概念化到实现，都以其可推广的应用为中心，呈现了在评估生成的日志流数据中识别、编码和评分行为模式的系统过程。项目反应理论用于研究行为模式的心理测量特性。本研究的目的是提出一种方法，为新的社会认知潜在特征及其过程的测量实践提供信息。广义评分过程为在线环境中发展社交和认知技能提供了一种有效的方法。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Educational Assessment EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.20

自引率

6.70%

发文量

期刊介绍： Educational Assessment publishes original research and scholarship on the assessment of individuals, groups, and programs in educational settings. It includes theory, methodological approaches and empirical research in the appraisal of the learning and achievement of students and teachers, young children and adults, and novices and experts. The journal reports on current large-scale testing practices, discusses alternative approaches, presents scholarship on classroom assessment practices and includes assessment topics debated at the national level. It welcomes both conceptual and empirical pieces and encourages articles that provide a strong bridge between theory and/or empirical research and the implications for educational policy and/or practice.