oecd collaborative problem solving

The PISA 2015 Collaborative Problem Solving assessment was the first large-scale, international assessment to evaluate students' competency in collaborative problem solving. It required students to interact with simulated (computer) in order to solve problems. These dynamic, simulated agents were designed to represent different profiles of ...

On the 21 st of November 2017, PISA releases its report on the first-ever international collaborative problem solving assessment. The report examines students' ability to work in groups to solve problems and explores the role of education in building young people's skills in solving problems collaboratively. This month's PISA in Focus ...

PISA 2015 defines collaborative problem-solving competency as: the capacity of an individual 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

PISA 2015 Results (Volume V): Collaborative Problem Solving, is one of five volumes that present the results of the PISA 2015 survey, the sixth round of the triennial assessment. It examines students' ability to work with two or more people to try to solve a problem. ... OECD iLibrary is the online library of the Organisation for Economic ...

This chapter describes the rationale behind measuring 15-year-olds' collaborative problem-solving skills for the first time in the Programme for International Student Assessment (PISA). It explains the content and processes that are reflected in the collaborative problem-solving items used in the computer-based assessment, and describes how ...

With its first ever assessment of collaborative problem solving, PISA 2015 addresses the lack of internationally comparable data in this field, allowing countries and economies to see where their students stand in relation to students in other education systems. Some 52 countries and economies participated in the collaborative problem‑solving ...

On the 21st of November 2017, PISA releases its report on the first-ever international collaborative problem solving assessment. The report examines students' ability to work in groups to solve problems and explores the role of education in building young people's skills in solving problems collaboratively. This month's PISA in Focus provides an overview of the assessment's results and ...

collaborative problem solving was a new domain in PISA 2015, the OECD average performance was set at 500 score points and the standard deviation across OECD countries at 100 score points. This established the benchmark against which each country's collaborative problem-solving performance was compared.

It describes the circumstances under which collaborative problem solving might best be used, with consequences for the design of tasks to assess the component skills. It highlights the characteristics of problemsolving tasks, interdependence between problem solvers and the asymmetry of stimulus and response, through a focus on task design.

The OECD Programme for International Student Assessment (PISA) examines not just what students know in science, reading and mathematics, but what they can do with what they know. ... Collaborative Problem Solving, is one of five volumes that present the results of the PISA 2015 survey, the sixth round of the triennial assessment. It examines ...

This month's PISA in Focus describes what it means, according to PISA, to be competent in collaborative problem solving. Along with the skills needed to solve problems individually, a good team member also has to develop and maintain a shared understanding of the problem with his or her teammates, take the actions needed to solve the problem, and establish and maintain team organisation.

The findings show that (1) collaborative problem solving is an effective teaching approach to foster students' critical thinking, with a significant overall effect size (ES = 0.82, z = 12.78, P ...

The Human-Agent vs. Human-Human discussion. After the individual interactive problem-solving assessment in 2012, the OECD decided that problem-solving skills would be assessed again in 2015 (Csapó & Funke, Citation 2017).However, this time the focus of the assessment was the individual's capacity for solving problems collaboratively instead of on his or her own.

Collaborative problem solving was selected by the Organization for Economic Co-operation and Development (OECD) as a key competence, which was examined in the 2015 PISA international survey. Extensive international studies indicate that collaborative problem solving is crucial for successfully integrating adolescents into society and the workforce.

More specifically, PISA 2015 defined CPS as follows, after carefully assembling existing CPS definitions (for more information, see OECD, 2013): "Collaborative problem solving competency is the capacity of an individual to effectively engage in a process whereby two or more agents attempt to solve a problem by sharing the understanding and ...

Collaborative problem solving (CPS) is an important 21st ... CPS (OECD, 2017b) had a large number of important results that have far-reaching implications for the pub-lic. Only 8% of students ...

Large Language Models (LLMs) have shown great ability in solving traditional natural language tasks and elementary reasoning tasks with appropriate prompting techniques. However, their ability is still limited in solving complicated science problems. In this work, we aim to push the upper bound of the reasoning capability of LLMs by proposing a collaborative multi-agent, multi-reasoning-path ...