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

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

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.

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

Share

COinS
 
Aug 17th, 3:15 PM Aug 17th, 4:15 PM

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.