Development of Scalable Assessment for Collaborative Problem-Solving

Abstract

While the field of computer-supported collaborative learning (CSCL) is focused primarily on the development of computational artifacts and social interaction, the key research advances in collaborative problem-solving (CPS) domain are associated with competency model development and assessment at scale. Numerous research reports indicate that CPS competency is increasingly important in today’s complex interconnected world, therefore, of increasing interest in teaching and assessing with students. However, learning and assessment design, data analytics, and reporting on CPS competency, specifically in CSCL setting encapsulates multiple opportunities and challenges. This chapter introduces a spectrum of approaches for CPS competency development and scalable assessment to advance the theory and practice of measuring CPS with the focus on recent work at the nonprofits ACT and Educational Testing Service.