An Exploratory Approach to Individualized Score Reporting for an Online Electronics Collaborative Problem-Solving Task

• In Event: Computational Analyses of STEM+C Learning

Abstract

The ability to develop individualized score reports for students from interactions with multi-level collaborative learning environments can be challenging. In the current study with 370 postsecondary students in electronics, engineering, and other science classes, we investigated collaborative problem solving (CPS) skills that best predict success on individual levels in an online electronics environment. These findings are an initial step in determining the ability to produce individual and reliable scores for students at each stage. The availability of background data on students’ content classes and associated content knowledge to analyze the model results can help identify possible cues for instructors across domains to help students improve specific CPS skills and achieve success in activities conducted in collaborative learning environments.

Authors

• Jonathan Steinberg, Educational Testing Service

• Carol McGregor Forsyth, Educational Testing Service

• Jessica Andrews Todd, Educational Testing Service