NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1132249
Record Type: Journal
Publication Date: 2017
Pages: 18
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0022-0655
Assessing Students in Human-to-Agent Settings to Inform Collaborative Problem-Solving Learning
Rosen, Yigal
Journal of Educational Measurement, v54 n1 p36-53 Spr 2017
In order to understand potential applications of collaborative problem-solving (CPS) assessment tasks, it is necessary to examine empirically the multifaceted student performance that may be distributed across collaboration methods and purposes of the assessment. Ideally, each student should be matched with various types of group members and must apply the skills in varied contexts and tasks. One solution to these assessment demands is to use computer-based (virtual) agents to serve as the collaborators in the interactions with students. This article proposes a human-to-agent (H-A) approach for formative CPS assessment and describes an international pilot study aimed to provide preliminary empirical findings on the use of H-A CPS assessment to inform collaborative learning. Overall, the findings showed promise in terms of using a H-A CPS assessment task as a formative tool for structuring effective groups in the context of CPS online learning.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A