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Conference Paper: An In-depth Study of Assessment of Collaborative Problem Solving (CPS) Skills of Students in Both Technological and Authentic Learning Settings
Title | An In-depth Study of Assessment of Collaborative Problem Solving (CPS) Skills of Students in Both Technological and Authentic Learning Settings |
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Authors | |
Keywords | collaborative problem solving assessment serious games game design |
Issue Date | 2020 |
Publisher | International Society of the Learning Sciences. |
Citation | The 14th International Conference of the Learning Sciences (ICLS 2020): The Interdisciplinarity of the Learning Sciences, Nashville, TN, USA, 19-23 June 2020. In Gresalfi, M. & Horn, IS (eds.), Conference Proceedings, v. 3, p. 1381-1388 How to Cite? |
Abstract | In a world dominated by ever-increasing technology-mediated social interactions over the now ubiquitous Internet, collaborative problem solving (CPS) has emerged as a critical 21st century skill for study, work and general well-being. In education, both learning and assessing CPS competency are imperatives. However, research related to CPS assessment has not been a mainstream topic in educational measurement, though there are international efforts like PISA and ATC21S initiatives, and a few assessment methodologies have been proposed. This study is an in-depth investigation to compare students’ CPS performance in a closed-ended technology-mediated and an open-ended authentic task setting. Differences in assessment results were observed, which has important implications for the design of learning and/or assessment in CPS. In the extant literature, large-scale CPS assessments deploy tightly framed, technology-mediated tasks, while CSCL research studies learning in authentic contexts. Our findings contribute to a better understanding of how task contexts influence CPS behavior. |
Persistent Identifier | http://hdl.handle.net/10722/287812 |
DC Field | Value | Language |
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dc.contributor.author | Tsang, HWC | - |
dc.contributor.author | Liu, Y | - |
dc.contributor.author | Law, NWY | - |
dc.date.accessioned | 2020-10-05T12:03:39Z | - |
dc.date.available | 2020-10-05T12:03:39Z | - |
dc.date.issued | 2020 | - |
dc.identifier.citation | The 14th International Conference of the Learning Sciences (ICLS 2020): The Interdisciplinarity of the Learning Sciences, Nashville, TN, USA, 19-23 June 2020. In Gresalfi, M. & Horn, IS (eds.), Conference Proceedings, v. 3, p. 1381-1388 | - |
dc.identifier.uri | http://hdl.handle.net/10722/287812 | - |
dc.description.abstract | In a world dominated by ever-increasing technology-mediated social interactions over the now ubiquitous Internet, collaborative problem solving (CPS) has emerged as a critical 21st century skill for study, work and general well-being. In education, both learning and assessing CPS competency are imperatives. However, research related to CPS assessment has not been a mainstream topic in educational measurement, though there are international efforts like PISA and ATC21S initiatives, and a few assessment methodologies have been proposed. This study is an in-depth investigation to compare students’ CPS performance in a closed-ended technology-mediated and an open-ended authentic task setting. Differences in assessment results were observed, which has important implications for the design of learning and/or assessment in CPS. In the extant literature, large-scale CPS assessments deploy tightly framed, technology-mediated tasks, while CSCL research studies learning in authentic contexts. Our findings contribute to a better understanding of how task contexts influence CPS behavior. | - |
dc.language | eng | - |
dc.publisher | International Society of the Learning Sciences. | - |
dc.relation.ispartof | 14th International Conference of the Learning Sciences (ICLS) 2020 | - |
dc.subject | collaborative problem solving | - |
dc.subject | assessment | - |
dc.subject | serious games | - |
dc.subject | game design | - |
dc.title | An In-depth Study of Assessment of Collaborative Problem Solving (CPS) Skills of Students in Both Technological and Authentic Learning Settings | - |
dc.type | Conference_Paper | - |
dc.identifier.email | Law, NWY: nlaw@hku.hk | - |
dc.identifier.authority | Law, NWY=rp00919 | - |
dc.identifier.doi | 10.22318/icls2020.1381 | - |
dc.identifier.hkuros | 315748 | - |
dc.identifier.hkuros | 315411 | - |
dc.identifier.volume | 3 | - |
dc.identifier.spage | 1381 | - |
dc.identifier.epage | 1388 | - |
dc.publisher.place | Nashville, Tennessee | - |