Assessing Collaborative Problem Solving

Martin Ripley

Skills to be observed (1)

Collaborative Problem Solving

Socio-Cognitive Problem Solving

Participation

Perspective Taking

Social Regulation

Planning Process

Open- mindedness Learning

Aspect Sub-aspect Amplification Low Middle HighParticipation Contribution Action Activity within environment No or very little activity in environment Activity in scaffolded environments Activity in scaffolded and unscaffolded environments

Interaction Interacting with, prompting and responding to the contributions of others

Responds to very few or no cues in communication

Responding to cues in communication Initiating and promoting interaction or activity

Task completion Undertaking and completing a task or part of a task individually

Low subjective responsibility for outcomes of collaboration, leading to lurking behaviour

Medium subjective responsibility for outcomes of collaboration

High subjective responsibility for outcomes of collaboration

Perspective taking Responding Ignoring, accepting or adapting contributions

of othersIgnoring contributions from others Contributions from others are taken into account Contributions of others are adapted and incorporated

appropriatelyAudience awareness Awareness of how to adapt behaviour to

increase suitability for othersHigh egocentric bias (expectation of others as highly similar to oneself)Contributions are not tailored to participants

Medium level of egocentric bias (being aware of others' viewpoints e.g. by overhearing)Contributions are moderately tailored to recipients

Low or no egocentric bias (audience design)Contributions are tailored to recipients

Social regulationNegotiation Achieving a resolution or reaching

compromiseNo attempts to negotiate joint understanding Understands what others want to convey and attempts

to negotiate joint understanding or compromises when conflict arises

Uses successful strategies for conflict resolution or negotiating compromises

Knowledge of self Recognising own strengths and weaknesses Comments on own performance Recognises how own performance can affect outcomes Recognises own strengths and weaknesses and situations in which these may affect outcomes

Knowledge of others Recognising strengths and weaknesses of others

Comments on performance of others from a personal perspective

Recognises how the performance of others can affect outcomes

Recognises strengths and weaknesses of others and how these may affect outcomes

Responsibility Assuming responsibility for ensuring aspects of task are completed by the group

Undertakes activities largely independently of others

Completes activities and reports to others Monitors progress of others in completing activities

Problem solvingPlanning Goal setting Setting a clear goal for a task Little or no goal setting Setting of unspecific goals Setting of specific goals

Managing resources (human and other) Managing people or resources to complete a task

Use resources or act independently Suggest that people or resources be used in part of a task

Allocate people or resources to a task through to completion

Course of action Formulating a course of action to address a problem or task

Activity is undertaken with little or no prior formulation for a course of action

Identifies specific short sequences of actions for a specific task or to find specific information

Identifies potential multiple-sequence routes for a complex task

Process Systematic approach Implementing possible solutions to a problem and monitoring progress

Trial and error hypothesis testing in an unorganized sequence of solution attempts

Forward search through a problem space with an organized sequence of solution attempts

Forward and backward search through a problem space with reflective solution attempts

Problem analysis Analysing and defining a problem in familiar language (i.e. making the problem more manageable and meaningful)

Problem is undivided with limited or no meaningful representation of a problem

Larger problems are subdivided into two or more sub-problems and some aspects or elements are reworded to make them more meaningful

Larger problems are divided into two or more sub-problems, which are reworded in more familiar or appropriate ways to make them meaningful and their interdependence is recognised.

Information need Identifying need for further information Does not recognise need for further information

Identifies need for specific information related to immediate activity

Identifies need for varied information related to multiple activities

Reasoning Developing lines of argument and explaining ideas to others

Lack of argumentation patterns Forming of incomplete arguments Forming of complete, proper arguments (explanatory coherence)

Open-mindedness Tolerance for ambiguity Accepting ambiguous situations and exploring options within these

Limited activity in situations in which there is ambiguity

Explores options when information or situation is ambiguous

Explores options and makes assumptions to take decisions when information or situation is ambiguous

Flexibility Changing from one line of reasoning or course of action to another as information or circumstances change

Maintains a single line of approach Tries multiple options in light of new information or lack of progress

Reorganises approach or changes views on progress or success in light of new information or different opinions

Learning Knowledge building skills Making connections between elements of knowledge

Sharing of isolated pieces of information Building on input and information from others Integration and synthesis of multiple pieces of information

Acquiring knowledge Follow path to gain knowledge Acquires knowledge as a result of being given it directly

Deliberate single actions to acquire knowledge Knowledge acquired through multiple purposeful actions

Skills to be observed (2)

You are about to be sent on a mission. You will need to work as part of a team. A signal has been detected on a Pacific Island from a device which has significant value for The Corporation. You need to retrieve the device that is creating the signal.

“Water puzzle”

Working as individuals, learners must collect two water bottles from the environment. They must work out how to get 4 gallons of water in one bottle using only a 3 gallon and a 5 gallon bottle. Once the water puzzle has been solved the bunker door will open allowing learners to move into the next section: The Bunker.

In pairs. Learners can only begin to interact once both have entered their two playing pieces on the wall. They must work out they have to slide their pieces to the matching location. To do this will require collaboration as the person the other side of the wall (shown as small white rectangles) will also need to move their pieces.

“Slider”

ReactorWorking in fours. Each player has to move the coloured crystals from their box into one side of the pyramid. They are sent an important instruction they must not ignore and must collaborate to be successful i.e. No two crystals of the same colour must be connected, either on your side of the pyramid, as well as the two adjoining sides.

“Reactor”

In fours. The ethical challenge forces the team to make a series of tough decisions. Here the perception is that not everyone can progress, and the team must reduce its size. Team members continue to discuss and vote until ALL agree who should be left behind. The team gradually diminishes from 4 to 1.

“Ethics”