Methodological Challenges in Measuring Collaborative Problem-Solving Skills Over Time ^☆

Abstract

Purpose

Increased interest in team dynamics has resulted in new methods for measuring teamwork over time. The primary purpose of this chapter is to provide a survey of recent developments in teamwork/collaboration measurement in an educational context. Key topics include conceptual frameworks, large-scale assessments, and innovative measurement techniques.

Methodology/approach

A range of methods for collecting and analyzing teamwork data are discussed, and five frameworks for measuring collaborative problem solving (CPS) over time are compared. Frameworks from Programme for International Student Assessment (PISA), Assessment and Teaching of 21st Century Skills (ATC21S) project, Educational Testing Service (ETS), ACT, and von Davier and Halpin (2013) are discussed. Results of assessments developed from these frameworks are also considered.

Social/practical implications

New techniques for measuring team dynamics over time have great potential to improve education and work outcomes. Preliminary results of the assessments developed from these frameworks show that important advances in teamwork measurement have been enabled by innovative task designs, data-mining techniques, and novel applications of stochastic models.

Originality/value

This novel overview and comparison of interdisciplinary approaches will help to indicate where progress has been made and what challenges are ahead.

Citation

Dingler, C., von Davier, A.A. and Hao, J. (2017), "Methodological Challenges in Measuring Collaborative Problem-Solving Skills Over Time ^☆ ", Team Dynamics Over Time (Research on Managing Groups and Teams, Vol. 18), Emerald Publishing Limited, Leeds, pp. 51-70. https://doi.org/10.1108/S1534-085620160000018003