Session Information
09 SES 13 C, Collaborative Problem Solving in the 21st Century: Definitions and Assessment
Symposium
Contribution
Collaborative problem solving can be conceptualized as a mixture of social (collaborative) and cognitive (problem solving) skill sets. The social/collaborative part refers to the way that groups coordinate their activities. The identification of observable and teachable collaborative skills draws from three research traditions: first, educational literature regards participation as a central skill, that is, learners’ readiness to contribute to collaborative interaction. Second, social psychological and linguistic accounts stress the importance of perspective taking, that is, the ability to integrate information from others into one’s mental representations, and to adapt one’s utterances to the perceived needs and abilities of others. Third, from the overlap between social psychological and organizational theories, a strategic element of social regulation plays a crucial role. This includes learners’ willingness to negotiate perspectives among each other. It will be shown how each of these three components (participation, perspective taking, social regulation) breaks down into measurable sub-skills. The contribution will also discuss suitable tasks drawn from the international Assessment and Teaching of 21st Century Skills project, and from German data which pertain to the assessment of these skills, and will critically evaluate theoretical aspects of collaboration that might defy assessments.
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