Identifying and monitoring progress in collaboration skills

Claire Scoular

doi:10.37517/978-1-74286-638-3_15

Identifying and monitoring progress in collaboration skills

Claire Scoular

Australian Council for Educational Research (ACER)

Research output: Contribution to conference › Presentation

Abstract

The nature of skills such as collaboration is complex, particularly given that there are internal processes at play. Inferences need to be made to interpret explicit behaviours observed from intentionally designed assessment tasks. This paper centres on the approach to develop hypotheses of skill development into validated learning progressions using assessment data. Understanding a skill from a growth perspective is essential for the effective teaching and development of the skill. The application of Item Response Theory (IRT) allows the interpretation of assessment data as levels of proficiency that we can use to map or monitor progress in collaborative skills.

Original language	English
DOIs	https://doi.org/10.37517/978-1-74286-638-3_15
Publication status	Published - 17 Aug 2021

Keywords

Collaboration skills
Cooperation
Generic skills
Item response theory
Learning progressions
Measurement
Monitoring (Assessment)
Primary secondary education

Disciplines

Curriculum and Instruction
Educational Assessment, Evaluation, and Research

Access to Document

10.37517/978-1-74286-638-3_15Licence: Unspecified

https://research.acer.edu.au/rc21-30/rc2021/papers/19

Cite this

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title = "Identifying and monitoring progress in collaboration skills",

abstract = " The nature of skills such as collaboration is complex, particularly given that there are internal processes at play. Inferences need to be made to interpret explicit behaviours observed from intentionally designed assessment tasks. This paper centres on the approach to develop hypotheses of skill development into validated learning progressions using assessment data. Understanding a skill from a growth perspective is essential for the effective teaching and development of the skill. The application of Item Response Theory (IRT) allows the interpretation of assessment data as levels of proficiency that we can use to map or monitor progress in collaborative skills.",

keywords = "Collaboration skills, Cooperation, Generic skills, Item response theory, Learning progressions, Measurement, Monitoring (Assessment), Primary secondary education",

author = "Claire Scoular",

note = "Scoular, C. (2021, August 16-20). Identifying and monitoring progress in collaboration skills [Presentation]. Research Conference 2021: Excellent progress for every student: Proceedings and program. Australian Council for Educational Research. https://doi.org/10.37517/978-1-74286-638-3\_15 Cooperation, Generic skills, Learning progressions, Measurement, Monitoring (Assessment), Item response theory, Data interpretation, Primary secondary education Melbourne Australia",

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AB - The nature of skills such as collaboration is complex, particularly given that there are internal processes at play. Inferences need to be made to interpret explicit behaviours observed from intentionally designed assessment tasks. This paper centres on the approach to develop hypotheses of skill development into validated learning progressions using assessment data. Understanding a skill from a growth perspective is essential for the effective teaching and development of the skill. The application of Item Response Theory (IRT) allows the interpretation of assessment data as levels of proficiency that we can use to map or monitor progress in collaborative skills.

KW - Collaboration skills

KW - Cooperation

KW - Generic skills

KW - Item response theory

KW - Learning progressions

KW - Measurement

KW - Monitoring (Assessment)

KW - Primary secondary education

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