Collaborative problem-solving design in large-scale assessments: Shedding lights in sequential conversation-based measurement

Qiwei He

Makale detayları

Collaborative problem-solving design in large-scale assessments: Shedding lights in sequential conversation-based measurement

Yazarlar:

Qiwei He

Yayıncı:

İzzet KARA

Ana Başlıklar:

Measurement Theories and Applications in Education and Psychology

Dergi:

International Journal of Assessment Tools in Education Vol.10 Issue Special Issue, pp.194-207

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001303804

pISSN:

2148-7456

Anahtar kelimeler:

Özet:

 Collaborative problem solving CPS is inherently an interactive, conjoint, dual-strand process that considers how a student reasons about a problem as well as how she interacts with others to regulate social processes and exchange information OECD, 2013. Measuring CPS skills presents a challenge for obtaining consistent, accurate, and reliable scale across individuals and user populations. The Programme for International Student Assessment PISAs 2015 cycle first introduced an assessment of CPS in international large-scale assessments in which computer-based conversational agents were adapted to represent team members with a range of skills and abilities. This study draws on measures of the CPS domain in PISA 2015 to address the challenges and solutions related to CPS item design and shed lights on sequential conversation-based measurement. Specifically, we present the process of CPS item design, the development of scoring rules through CPS conversation paths, and discuss the possible approaches to better estimate CPS beyond item response models.

 Collaborative problem solving CPS is inherently an interactive, conjoint, dual-strand process that considers how a student reasons about a problem as well as how she interacts with others to regulate social processes and exchange information OECD, 2013. Measuring CPS skills presents a challenge for obtaining consistent, accurate, and reliable scale across individuals and user populations. The Programme for International Student Assessment PISAs 2015 cycle first introduced an assessment of CPS in international large-scale assessments in which computer-based conversational agents were adapted to represent team members with a range of skills and abilities. This study draws on measures of the CPS domain in PISA 2015 to address the challenges and solutions related to CPS item design and shed lights on sequential conversation-based measurement. Specifically, we present the process of CPS item design, the development of scoring rules through CPS conversation paths, and discuss the possible approaches to better estimate CPS beyond item response models.

 Collaborative problem solving CPS is inherently an interactive, conjoint, dual-strand process that considers how a student reasons about a problem as well as how she interacts with others to regulate social processes and exchange information OECD, 2013. Measuring CPS skills presents a challenge for obtaining consistent, accurate, and reliable scale across individuals and user populations. The Programme for International Student Assessment PISAs 2015 cycle first introduced an assessment of CPS in international large-scale assessments in which computer-based conversational agents were adapted to represent team members with a range of skills and abilities. This study draws on measures of the CPS domain in PISA 2015 to address the challenges and solutions related to CPS item design and shed lights on sequential conversation-based measurement. Specifically, we present the process of CPS item design, the development of scoring rules through CPS conversation paths, and discuss the possible approaches to better estimate CPS beyond item response models.

 Collaborative problem solving CPS is inherently an interactive, conjoint, dual-strand process that considers how a student reasons about a problem as well as how she interacts with others to regulate social processes and exchange information OECD, 2013. Measuring CPS skills presents a challenge for obtaining consistent, accurate, and reliable scale across individuals and user populations. The Programme for International Student Assessment PISAs 2015 cycle first introduced an assessment of CPS in international large-scale assessments in which computer-based conversational agents were adapted to represent team members with a range of skills and abilities. This study draws on measures of the CPS domain in PISA 2015 to address the challenges and solutions related to CPS item design and shed lights on sequential conversation-based measurement. Specifically, we present the process of CPS item design, the development of scoring rules through CPS conversation paths, and discuss the possible approaches to better estimate CPS beyond item response models.

Makale detayları

Collaborative problem-solving design in large-scale assessments: Shedding lights in sequential conversation-based measurement

Yazarlar:

Qiwei He

Yayıncı:

İzzet KARA

Ana Başlıklar:

Measurement Theories and Applications in Education and Psychology

Dergi:

International Journal of Assessment Tools in Education Vol.10 Issue Special Issue, pp.194-207

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001303804

pISSN:

2148-7456

Collaborative-problem solving

Conservation path

Sequential measurement PISA

Item designCollaborative-problem solving

Conservation path

Sequential measurement PISA

Item design

Sayı

Makale detayları

Yazarlar: Qiwei He

Yayıncı: İzzet KARA

Ana Başlıklar: Measurement Theories and Applications in Education and Psychology

Dergi: International Journal of Assessment Tools in Education Vol.10 Issue Special Issue, pp.194-207

Belge Tipi: Makale

Yayın Tarihi: 12/2023

Belge Dili: İngilizce

Document ID (Org No.): 2001303804

pISSN: 2148-7456

Sayı

Yazarlar:

Qiwei He

Yayıncı:

İzzet KARA

Ana Başlıklar:

Measurement Theories and Applications in Education and Psychology

Dergi:

International Journal of Assessment Tools in Education Vol.10 Issue Special Issue, pp.194-207

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001303804

pISSN:

2148-7456