The DOI matches its Crossref record; 45 of the 47 references it cites were found in a registry or an index.
Assessment of Collaborative Problem Solving in Education Environments
Abstract
The Assessment and Teaching of 21st Century Skills (ATC21STM) project undertook a research and development plan that included conceptualization of 21st century skills and assessment task development. Conceptualization focused on the definition of 21st century skills. This article outlines the particular case of one of these skills, collaborative problem solving, from its definition and identification of subskills, to development of a method for its assessment. The theories contributing to construct definition are described. These have implications for the particular clusters of subskills that are of interest for educational assessment. An approach to assessment task creation is illustrated through the deconstruction of a well-known reasoning task, and its re-development to sample both the cognitive and social aspects of collaborative problem solving. The assessment tasks are designed to generate formative feedback for teachers in order to identify levels of ability within and between their students and support tailoring of instruction differentially for improvement.
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“two main underpinning skills were described for the assessment: the social skill of audience awareness (“how to adapt one’s own behavior to suit the needs of the task and the partner’s requirements”, Care et al. 2016, p. 258) and the cognitive skill of planning and executing”
From Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education (2023) · cites this paper as Care et al. 2016
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The relation between 21st-century skills and digital skills: A systematic literature review
van Laar, E., van Deursen, A. J. A. M., van Dijk, J. A. G. M., & de Haan, J. (2017) · Computers in Human Behavior · doi:10.1016/j.chb.2017.03.010 · Cited by 2,006
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Metadata
- Authors
- Care, E., Scoular, C., & Griffin, P.
- Affiliations
- Brookings Institution (US)
- The University of Melbourne (AU)
- Corresponding author
- Care, Esther
- Venue
- Applied Measurement in Education
- Publisher
- Informa UK Limited
- Published
- 2016-07-06
- Volume
- 29
- Issue
- 4
- Pages
- 250-264
- ISSN
- 0895-7347 (ISSN-L)
- 1532-4818
- OpenAlex
- W2473303224
- Cited by
- 198
- References
- 47
- Citations by year
- 2026: 12 · 2025: 12 · 2024: 35 · 2023: 29 · 2022: 28 · 2021: 21 · 2020: 16 · 2019: 15 · 2018: 15 · 2017: 14 · 2016: 1
- FWCI
- 35.11
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Applied Measurement in Education (publishedVersion)
- Funders
- Cisco Systems
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Education › Educational Assessment and Pedagogy
- Keywords
- collaborative problem solving, 21st century skills, reasoning tasks, formative feedback, differentiated instruction
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