Assessing Collaborative Problem Solving Martin Ripley

Skills to be observed (1) Collaborative Problem Solving Socio-CognitiveProblem Solving Participation Perspective Taking Social Regulation PlanningProcess Open- mindedness Learning

AspectSub-aspectAmplificationLowMiddleHigh Participation ContributionActionActivity within environmentNo or very little activity in environmentActivity in scaffolded environmentsActivity in scaffolded and unscaffolded environments InteractionInteracting with, prompting and responding to the contributions of others Responds to very few or no cues in communication Responding to cues in communicationInitiating and promoting interaction or activity Task completionUndertaking and completing a task or part of a task individually Low subjective responsibility for outcomes of collaboration, leading to lurking behaviour Medium subjective responsibility for outcomes of collaboration High subjective responsibility for outcomes of collaboration Perspective taking RespondingIgnoring, accepting or adapting contributions of others Ignoring contributions from othersContributions from others are taken into accountContributions of others are adapted and incorporated appropriately Audience awarenessAwareness of how to adapt behaviour to increase suitability for others High egocentric bias (expectation of others as highly similar to oneself) Contributions are not tailored to participants Medium level of egocentric bias (being aware of others' viewpoints e.g. by overhearing) Contributions are moderately tailored to recipients Low or no egocentric bias (audience design) Contributions are tailored to recipients Social regulation NegotiationAchieving a resolution or reaching compromise No attempts to negotiate joint understanding Understands what others want to convey and attempts to negotiate joint understanding or compromises when conflict arises Uses successful strategies for conflict resolution or negotiating compromises Knowledge of selfRecognising own strengths and weaknessesComments on own performanceRecognises how own performance can affect outcomes Recognises own strengths and weaknesses and situations in which these may affect outcomes Knowledge of othersRecognising strengths and weaknesses of others Comments on performance of others from a personal perspective Recognises how the performance of others can affect outcomes Recognises strengths and weaknesses of others and how these may affect outcomes ResponsibilityAssuming responsibility for ensuring aspects of task are completed by the group Undertakes activities largely independently of others Completes activities and reports to othersMonitors progress of others in completing activities Problem solving PlanningGoal settingSetting a clear goal for a taskLittle or no goal settingSetting of unspecific goalsSetting of specific goals Managing resources (human and other)Managing people or resources to complete a task Use resources or act independentlySuggest that people or resources be used in part of a task Allocate people or resources to a task through to completion Course of actionFormulating a course of action to address a problem or task Activity is undertaken with little or no prior formulation for a course of action Identifies specific short sequences of actions for a specific task or to find specific information Identifies potential multiple-sequence routes for a complex task ProcessSystematic approachImplementing possible solutions to a problem and monitoring progress Trial and error hypothesis testing in an unorganized sequence of solution attempts Forward search through a problem space with an organized sequence of solution attempts Forward and backward search through a problem space with reflective solution attempts Problem analysisAnalysing and defining a problem in familiar language (i.e. making the problem more manageable and meaningful) Problem is undivided with limited or no meaningful representation of a problem Larger problems are subdivided into two or more sub- problems and some aspects or elements are reworded to make them more meaningful Larger problems are divided into two or more sub- problems, which are reworded in more familiar or appropriate ways to make them meaningful and their interdependence is recognised. Information needIdentifying need for further informationDoes not recognise need for further information Identifies need for specific information related to immediate activity Identifies need for varied information related to multiple activities ReasoningDeveloping lines of argument and explaining ideas to others Lack of argumentation patternsForming of incomplete argumentsForming of complete, proper arguments (explanatory coherence) Open-mindednessTolerance for ambiguityAccepting ambiguous situations and exploring options within these Limited activity in situations in which there is ambiguity Explores options when information or situation is ambiguous Explores options and makes assumptions to take decisions when information or situation is ambiguous FlexibilityChanging from one line of reasoning or course of action to another as information or circumstances change Maintains a single line of approachTries multiple options in light of new information or lack of progress Reorganises approach or changes views on progress or success in light of new information or different opinions LearningKnowledge building skillsMaking connections between elements of knowledge Sharing of isolated pieces of informationBuilding on input and information from othersIntegration and synthesis of multiple pieces of information Acquiring knowledgeFollow path to gain knowledgeAcquires knowledge as a result of being given it directly Deliberate single actions to acquire knowledgeKnowledge acquired through multiple purposeful actions Skills to be observed (2)

You are about to be sent on a mission. You will need to work as part of a team. A signal has been detected on a Pacific Island from a device which has significant value for The Corporation. You need to retrieve the device that is creating the signal.

“Water puzzle” Working as individuals, learners must collect two water bottles from the environment. They must work out how to get 4 gallons of water in one bottle using only a 3 gallon and a 5 gallon bottle. Once the water puzzle has been solved the bunker door will open allowing learners to move into the next section: The Bunker.

In pairs. Learners can only begin to interact once both have entered their two playing pieces on the wall. They must work out they have to slide their pieces to the matching location. To do this will require collaboration as the person the other side of the wall (shown as small white rectangles) will also need to move their pieces. “Slider”

Reactor Working in fours. Each player has to move the coloured crystals from their box into one side of the pyramid. They are sent an important instruction they must not ignore and must collaborate to be successful i.e. No two crystals of the same colour must be connected, either on your side of the pyramid, as well as the two adjoining sides. “Reactor”

In fours. The ethical challenge forces the team to make a series of tough decisions. Here the perception is that not everyone can progress, and the team must reduce its size. Team members continue to discuss and vote until ALL agree who should be left behind. The team gradually diminishes from 4 to 1. “Ethics”