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[http://ero.sagepub.com](http://ero.sagepub.com)  \nMeasuring Collaborative Problem Solving Using  \nMathematics-Based Tasks  \nSusan-Marie E. Harding  \nPatrick E. Griffin  \nNafisa Awwal  \nBM M. Alom  \nClaire Scoular  \nUniversity of Melbourne  \nThis study describes an online method of measuring individual students’ collaborative problem-solving abilities using four interactive mathematics-based tasks, with students working in pairs. Process stream data were captured from 3,000 students who completed the tasks in the United States, Australia, Canada, Costa Rica, Singapore, and Finland. The data were transformed into indicators of collaborative problem-solving ability and were analyzed using item response modeling. The assessments employed in this study can be used as a teaching tool for introduction to algebraic concepts and as a measurement instrument for collaborative problem-solving ability. The paper describes the construction, calibration, and reliability of the tasks and considers validation issues, such as fairness between assessments for both partners and avoidance of cultural biases. Investigations into the dependencies between student scores provide evidence for convergent and discriminant validity.  \nKeywords: collaboration, problem solving, mathematics, secondary education, assessment, 21st century skills, collaborative problem solving  \nCollaborative problem solving (CPS) has been described as a critical skill for students to develop, but the nature of communication between individuals in a collaborative situation causes difficulty in measuring students’ ability using traditional testing approaches, such as multiple choice, extended answer, peer review, or teacher observation. Further, when students are scored on a group task, teachers often allocate one score to the whole group of students, disregarding individual students’ performances, and that score might reflect achievement of the correct solution rather than contribution to the collaborative process. Another issue is that teachers who wish to assess CPS in their classrooms may not have the scope to do so if this requires deviating from teaching the mandated curriculum. Such issues in assessing CPS arise regardless of the teachers’ specific content area specialization.  \nThis paper considers collaborations in mathematics classrooms in junior high school or middle school (with students in approximately Years [or Grades] 6, 7, and 8) in six different countries. Students in this age range commonly study basic algebra and the concepts of variables, integers, and polynomials. Their teachers need to manage the transition from arithmetic to algebra and accommodate current curriculum reforms emphasizing capabilities such as CPS and  \ncritical thinking. These latter capabilities require accurate and meaningful assessment, just as the more familiar content areas do.  \nThese issues and complications in measuring CPS while teaching a content domain underlie the overarching research question addressed in this study: How can teachers assess CPS for students individually while they teach mathematics?  \nWhy Collaborative Problem Solving?  \nProblem solving has been assessed for several decades, following Polya’s (1945/1973) publication of his four-step process within the domain of mathematics. As this process was embedded within mathematics curricula, problem solving was generally regarded as a mathematics skill. Studies in the latter part of the 20th century and in the early part of the 21st century linked problem solving with decision making, critical thinking, and collaboration (e.g., O’Neil, 1999; O’Neil, Chuang, & Chung, 2003; Griffin, Care, & McGaw, 2012) . The inclusion of these skills extended the exploration of problem solving beyond the field of mathematics into the sciences and other discipline areas, and the skills are now broadly considered to be independen","cbCaipAMEYxP1zjI","https://ap.wps.com/l/cbCaipAMEYxP1zjI","pdf",1577221,"English","# Why Collaborative Problem Solving?\n## Collaborative problem solving as a measurable skill\n## Online mathematics-based task assessment\n## Validation and fairness considerations","[{\"question\":\"How does the study measure collaborative problem solving?\",\"answer\":\"It uses four interactive mathematics-based tasks completed by students working in pairs, capturing process stream data and transforming it into indicators for collaborative problem-solving ability.\"},{\"question\":\"What data and analysis methods are used?\",\"answer\":\"Process data are collected from 3,000 students across several countries and analyzed using item response modeling after converting the data into measurable indicators.\"},{\"question\":\"What validation and fairness issues does the paper address?\",\"answer\":\"It discusses construction, calibration, reliability, fairness between assessments for both partners, avoidance of cultural biases, and evidence for convergent and discriminant validity through dependencies between student scores.\"}]","Measuring Collaborative Problem Solving Using Mathematics-Based Tasks | PDF",1792068185,48]