Start Date
17-8-2021 3:15 PM
End Date
17-8-2021 4:15 PM
Subjects
Cooperation, Generic skills, Learning progressions, Measurement, Monitoring (Assessment), Item response theory, Data interpretation, Primary secondary education
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.
Recommended Citation
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
Copyright Statement
Copyright Australian Council for Educational Research 2021
Place of Publication
Melbourne Australia
Publisher
Australian Council for Educational Research
ISBN
978-1-74286-638-3
DOI
https://doi.org/10.37517/978-1-74286-638-3_15
Included in
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons
Identifying and monitoring progress in collaboration skills
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.
Comments
This presentation references: Scoular, C., Duckworth, D., Heard, J., & Ramalingam, D. (2020). Collaboration: Skill Development Framework.
See also: Scoular, C., Duckworth, D., Heard, J., & Ramalingam, D. (2020). Collaboration: Definition and Structure