Innovative Assessment Of Collaboration by Alina A. Von DavierInnovative Assessment Of Collaboration by Alina A. Von Davier

Innovative Assessment Of Collaboration

byAlina A. Von DavierEditorMengxiao Zhu, Patrick C. Kyllonen

Hardcover | April 10, 2017

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This edited volume provides a platform for experts from various fields to introduce and discuss their different perspectives on the topic of teamwork and collaborative problem solving. It brings together researchers in organizational teaming, educational collaboration, tutoring, simulation, and gaming as well as those involved in statistical and psychometric process modelling. This book seeks to channel this expertise towards advances in the measurement and assessment of cognitive and non-cognitive skills of individuals and teams.

Title:Innovative Assessment Of CollaborationFormat:HardcoverDimensions:330 pagesPublished:April 10, 2017Publisher:Springer-Verlag/Sci-Tech/TradeLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:3319332597

ISBN - 13:9783319332598

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Table of Contents

Prologue: Building the Foundation for Innovations in Assessment: Interdisciplinary Measurement of Collaboration and Teamwork;Gerald F. Goodwin, Patrick C. Kyllonen, and Alina A. von Davier.-1. Introduction: Innovative Assessment of Collaboration;Patrick C. Kyllonen, Mengxiao Zhu, and Alina A. von Davier.- PART 1: Framework and Methods.-2. The Assessment of Team Performance: Observation and Needs;Eduardo Salas, Denise L. Reyes and Amanda L. Woods.-3. Assessing Collaboration Within and Between Teams: A Multiteam Systems Perspective;Raquel Asencio and Leslie A. DeChurch.-4. Innovation in Team Interaction: New Methods for Assessing Collaboration between Brains and Bodies Using a Multi-Level Framework;Stephen M. Fiore and Katelynn A. Kapalo.- 5. Assessing Collaborative Problem Solving Through Conversational Agents;Arthur C. Graesser, Nia Dowell, and Danielle Clewley.-6. Assessment of Discussion in Learning Contexts;Carolyn Penstein Rosé, Iris Howley, Miaomiao Wen, Diyi Yang, and Oliver Ferschke.-7. Collaborative Problem Solving Measures in the Programme for International Students Assessment (PISA);Qiwei He, Matthias von Davier, Samuel Greiff, Eric W. Steinhauer, and Paul B. Borysewicz.-8. Assessing and Teaching 21stCentury Skills: Collaborative Problem Solving as a Case Study;Patrick Griffin.-9. Initial Steps towards a Standardized Assessment for Collaborative Problem Solving (CPS): Practical Challenges and Strategies;Jiangang Hao, Lei Liu, Alina A. von Davier, and Patrick C. Kyllonen.-10. Exploring Dual Eye Tracking as a Tool to Assess Collaboration;Jennifer K. Olsen, Vincent Aleven, and Nikol Rummel.-11. Multimodal Behavioral Analytics in Intelligent Learning and Assessment Systems;Saad Khan.-12. Measuring Collaboration in Cross-Cultural Contexts;C. Shawn Burke, Jennifer Feitosa, Eduardo Salas, and Michele Gelfand.-13. Inclusive Design of Collaborative Problem-Solving Tasks;Mark T. Hakkinen and Jason J. G. White.- PART 2: Modeling and Analysis.-14. Understanding and Assessing Collaborative Processes through Relational Events;Aaron Schecter and Noshir Contractor.-15. Modeling Collaboration Using Point Processes;Peter F. Halpin and Alina A. von Davier.-16. Dynamic Bayesian Network Models for Peer Tutoring Interactions;Yoav Bergner, Erin Walker, and Amy Ogan.-17. Representing Self-Organization and Nonstationarities in Dyadic Interaction Processes Using Dynamic Systems Modeling Techniques;Sy-Miin Chow, Lu Ou, Jeffrey F. Cohn, and Daniel S. Messinger.-18. Modeling Collaboration with Social Network Models;Tracy M. Sweet.-19. Network Models for Teams with Overlapping Membership;Mengxiao Zhu and Yoav Bergner.-20. Linking Team Neurodynamic Organizations with Observational Rating of Team Performance;Ronald Stevens, Trysha Galloway, Jerry Lamb, Ron Steed, and Cynthia Lamb.

Editorial Reviews

"The ability to understand the states, traits, and habits of individual learners, collaborative groups, or team is a necessary prerequisite to guiding, adapting, and optimizing instructional experiences. The modeling and assessment of learners interacting with peers, human instructors, or computer-based tutors provides a window into the effectiveness of instructional tools and methods that is needed to continuously improve their learning experiences. Any action taken by the tutor/teacher/instructor without knowledge of those being taught is a shot in the dark. We applaud those who dedicate their lives to helping us solve the hard problems that will turn on the light and allow us to easily tailor learning experiences for every person." (Robert Sottilare, Ph.D., US Army Research Laboratory, Adaptive Training Scientist)