ABSTRACT

This chapter addresses several key issues, including theory and measurement of collaborative learning and theory and measurement of problem solving. It presents findings based on three relevant studies in which computers were used for administering, scoring, and reporting collaborative problem-solving skills measures. The three studies use the teamwork processes model developed by CRESST researchers for the measurement of collaborative learning processes. The National Center for Research on Evaluation, Standards, and Student Testing (CRESST) model consists of six skills: adaptability, coordination, decision making, interpersonal, leadership, and communication. Collaborative problem solving has been shown in educational research to enhance students' cognitive development. Collaborative problem solving is first divided into two components: collaborative learning and problem solving. Adaptability refers to the group's ability to "monitor the source and nature of problems through an awareness of team activities and factors bearing on the task". CRESST has developed a problem-solving assessment model with three subelements: content understanding, problem-solving strategies, and self-regulation.