Exploring Automated Classification Approaches to Advance the Assessment of Collaborative Problem Solving Skills

Autor/inn/en	Andrews-Todd, Jessica; Steinberg, Jonathan; Flor, Michael; Forsyth, Carolyn M.
Titel	Exploring Automated Classification Approaches to Advance the Assessment of Collaborative Problem Solving Skills
Quelle	10 (2022), Artikel 39 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Steinberg, Jonathan) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Automation; Classification; Cooperative Learning; Problem Solving; College Students; Competence; Artificial Intelligence; Documentation + Suchen Sie Ihr Suchwort? Classification system; Klassifikation; Klassifikationssystem; Kooperatives Lernen; Problemlösen; Collegestudent; Kompetenz; Künstliche Intelligenz; Dokumentation
Abstract	Competency in skills associated with collaborative problem solving (CPS) is critical for many contexts, including school, the workplace, and the military. Innovative approaches for assessing individuals' CPS competency are necessary, as traditional assessment types such as multiple-choice items are not well suited for such a process-oriented competency. In a move to computer-based environments to support CPS assessment, innovative computational approaches are also needed to understand individuals' CPS behaviors. In the current study, we describe the use of a simulation-based task on electronics concepts as an environment for higher education students to display evidence of their CPS competency. We further describe computational linguistic methods for automatically characterizing students' display of various CPS skills in the task. Comparisons between such an automated approach and an approach based on human annotation to characterize student CPS behaviors revealed above average agreement. These results give credence to the potential for automated approaches to help advance the assessment of CPS and to circumvent the time-intensive human annotation approaches that are typically used in these contexts. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01