PISA 2015 Assessment and Analytical Framework
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What is important for citizens to know and be able to do? The OECD Programme for International Student Assessment (PISA) seeks to answer that question through the most comprehensive and rigorous international assessment of student knowledge and skills. The PISA 2015 Assessment and Analytical Framework presents the conceptual foundations of the sixth cycle of the triennial assessment. This revised edition includes the framework for collaborative problem solving, which was evaluated for the first time, in an optional assessment, in PISA 2015.
As in previous cycles, the 2015 assessment covers science, reading and mathematics, with the major focus in this cycle on scientific literacy. Financial literacy is an optional assessment, as it was in 2012. A questionnaire about students’ background is distributed to all participating students. Students may also choose to complete additional questionnaires: one about their future studies/career, a second about their familiarity with information and communication technologies. School principals complete a questionnaire about the learning environment in their schools, and parents of students who sit the PISA test can choose to complete a questionnaire about the home environment. Seventy-one countries and economies, including all 35 OECD countries, participated in the PISA 2015 assessment.
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PISA 2015 Results (Volume V): Collaborative Problem Solving
What is collaborative problem solving.
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Collaborative Problem Solving (2015)
The PISA 2015 Collaborative Problem Solving (CPS) assessment was the first large-scale, international assessment to evaluate students' competency in CPS at the end of compulsory education.
Collaborative Problem Solving competence is a person's ability to effectively participate in a process in which two or more parties attempt to solve a problem by sharing their understanding, knowledge, efforts, and skills to arrive at a solution.
- DOI: 10.1787/9789264281820-8-en
- Corpus ID: 202679987
PISA 2015 collaborative problem ‐ solving framework
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Over 4,500 New Zealand students took part in PISA 2015, which included an assessment of their collaborative solving abilities and attitudes towards cooperation. Collaborative problem solving is how an individual works together with others to solve a problem, through establishing and maintaining shared understanding and team organisation. This report summarises the results as they relate to New Zealand students.
Author(s): Steve May, Ministry of Education.
Date Published: November 2017
Key Findings
- New Zealand students performed very well in the collaborative problem solving assessment (with a mean score of 533, well above the OECD average of 500). Only Singapore, Japan, and Hong Kong China had significantly higher average results.
- New Zealand had one of the largest proportions of students that scored at the highest level of collaborative problem solving proficiency (only Singapore had a higher proportion).
- New Zealand students perform better in collaborative problem solving than expected given their performance in science, reading, and mathematics in PISA 2015.
- Girls outperformed boys in collaborative problem solving across the OECD by 29 points, and in New Zealand this difference was particularly large (41 points).
- Within New Zealand, the average score for students who self-identified as Pākehā (549) or Asian (538) was well above the OECD average of 500. The average for students identifying as Māori (499) was around the OECD average, and for students identifying as Pasifika the average score (484) was below the OECD average.
- As with the other PISA subjects, there was a large difference in collaborative problem solving achievement between students of high versus low socio-economic status as measured by PISA. Students in the bottom quarter of the PISA socio-economic index scored, on average, 76 points lower in collaborative problem solving than those in the top quarter.
- Once performance in science, reading and mathematics was taken into account, there were no significant differences between the scores for students identifying as one ethnic grouping compared with those who do not identify with that group (e.g., Pākehā/non-Pākehā). In contrast, the difference between girls and boys remains large after accounting for performance in the three core subjects.
- Students were asked about the value they placed on teamwork and relationships. Across the OECD and within New Zealand once student ability in science, reading and mathematics is taken into account, positive attitudes to collaboration were found to be positively associated with collaborative problem solving achievement.
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- Full Report (PDF, 1.9 MB)
Where to find out more
- International Study: PISA
PISA If you have any questions about PISA (Programme for International Student Assessment) please email: PISA Mailbox
The assessment of collaborative problem solving in PISA 2015: : Can computer agents replace humans?
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- Taylor M Barthakur A Azad A Joksimovic S Zhang X Siemens G (2024) Quantifying Collaborative Complex Problem Solving in Classrooms using Learning Analytics Proceedings of the 14th Learning Analytics and Knowledge Conference 10.1145/3636555.3636913 (551-562) Online publication date: 18-Mar-2024 https://dl.acm.org/doi/10.1145/3636555.3636913
- Li M Liu H Cai M Yuan J (2024) Estimation of individuals’ collaborative problem solving ability in computer-based assessment Education and Information Technologies 10.1007/s10639-023-12271-w 29 :1 (483-515) Online publication date: 1-Jan-2024 https://dl.acm.org/doi/10.1007/s10639-023-12271-w
- Wang M Yu R Hu J (2023) The relationship between social media-related factors and student collaborative problem-solving achievement: an HLM analysis of 37 countries Education and Information Technologies 10.1007/s10639-023-11763-z 28 :11 (14071-14089) Online publication date: 1-Nov-2023 https://dl.acm.org/doi/10.1007/s10639-023-11763-z
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Applied computing
Collaborative learning
Computing methodologies
Human-centered computing
Collaborative and social computing
Human computer interaction (HCI)
Social and professional topics
Professional topics
Computing education
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IMAGES
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The PISA 2015 Assessment and Analytical Framework presents the conceptual foundations of the sixth cycle of the triennial assessment. This revised edition includes the framework for collaborative problem solving, which was evaluated for the first time, in an optional assessment, in PISA 2015.
It provides the rationale for assessing collaborative problemsolving competence in PISA and introduces the innovative features of the 2015 assessment, particularly in contrast to the individual problem-solving assessment of PISA 2012. The framework for the assessment is discussed and sample items are presented.
Results from PISA show educators and policy makers the quality and equity of learning outcomes achieved elsewhere, and allow them to learn from the policies and practices applied in other countries. PISA 2015 Results (Volume V): Collaborative Problem Solving, is one of five volumes that present the results of the PISA 2015 survey, the sixth ...
Results from PISA show educators and policy makers the quality and equity of learning outcomes achieved elsewhere, and allow them to learn from the policies and practices applied in other countries. PISA 2015 Results (Volume V): Collaborative Problem Solving, is one of five volumes that present the results of the PISA 2015 survey, the sixth ...
Policies on gender equality a driver of economic growth, democracy and social cohesion. As the trend towards the international dispersion of certain value chain activities produces challenges, discover policies to meet these. Enhanced transparency and exchange of information to put an end to bank secrecy and fight tax evasion and avoidance.
This chapter introduces the PISA 2015 assessment of collaborative problem solving. It provides the rationale for assessing collaborative problemsolving competence in PISA and introduces the innovative features of the 2015 assessment, particularly in contrast to the individual problem-solving assessment of PISA 2012. The framework for the assessment is discussed and sample items are presented.
For PISA 2015 the OECD combined existing theoretical frameworks (e.g., the ATC21S framework) in order to propose a definition of CPS as the skill " (…) to effectively engage in a process whereby two or more agents attempt to solve a problem by sharing the understanding and effort required to come to a solution and pooling their knowledge, skills, and efforts to reach that solution" (OECD ...
The Importance of Collaborative Problem Solving 1. Collaborative Problem Solving (CPS) is a critical and necessary skill across educational settings and in the workforce. While problem solving as defined for PISA 2012 (OECD, 2010) relates to individuals working alone on resolving problem situations where a method of solution is not
The PISA 2015 Collaborative Problem Solving (CPS) assessment was the first large-scale, international assessment to evaluate students' competency in CPS at the end of compulsory education. Collaborative Problem Solving competence is a person's ability to effectively participate in a process in which two or more parties attempt to solve a ...
The assessment of collaborative problem solving in PISA 2015: ... We analysed 36 relevant empirical studies using the developed framework. The factors influencing group dynamics and performance, including students' backgrounds, subjects, collaborative learning modes, role types, and CPS dimensions, were coded and analysed. ...
An assessment of Collaborative Problem Solving (CPS) proficiency was developed by an expert group for the PISA 2015 international evaluation of student skills and knowledge.
The PISA 2015 collaborative problem-solving assessment is the first large-scale test of its kind. The assessment finds that, as expected, students who do well in the core academic subjects of science, reading and mathematics, also tend to do well in collaborative problem solving; and girls outperform boys in every participating country and economy.
A model for predicting complex collaborative processes as they arise in one-of-a-kind problem-solving situations to predict performance outcomes is presented and a set of propositions developed to guide research into how teams externalize cognition and build knowledge in service of problem solving are presented. Expand.
Abstract. In this talk, we report results from the Collaborative Problem Solving (CPS) domain in the Programme for International Student Assessment (PISA) 2015 on the international level with a ...
Over 4,500 New Zealand students took part in PISA 2015, which included an assessment of their collaborative solving abilities and attitudes towards cooperation. Collaborative problem solving is how an individual works together with others to solve a problem, through establishing and maintaining shared understanding and team organisation.
Keywords: PISA 2015, hierarchical linear model, ESCS, factors predicting CPS, collaborative problem solving INTRODUCTION Teenagers need a variety of "twenty-first century skills" to succeed ...
The assessment of collaborative problem solving in PISA ...
Despite the relevance of collaborative problem solving (CPS), there are limited empirical results on the assessment of CPS. In 2015, the large-scale Programme for International Student Assessment (PISA) first assessed CPS with virtual tasks requiring participants to collaborate with computer-simulated agents (human-to-agent; H-A).
The PISA 2015 Assessment and Analytical Framework presents the conceptual foundations of the sixth cycle of the triennial assessment. This revised edition includes the framework for collaborative problem solving, which was evaluated for the first time, in an optional assessment, in PISA 2015.
Despite the relevance of collaborative problem solving (CPS), there are limited empirical results on the assessment of CPS. In 2015, the large-scale Programme for International Student Assessment (PISA) first assessed CPS with virtual tasks requiring participants to collaborate with computer-simulated agents (human-to-agent; H-A).
OECD iLibrary
In the ATC21S computer-based assessment environment that adopted the framework of Hesse et al. (2015), the assessed social and cognitive skills of CPS are the outcomes of students' CPS tasks.
1. Introduction. Higher Education (HE) has faced significant challenges and barriers in developing learning and competencies (Aristovnik et al., Citation 2020), particularly concerning complex problem-solving and critical thinking.Consequently, academics and scholars have been striving to foster educational innovation to create diverse teaching-learning models and experiences encompassing ...