Collaborative Problem Solving: Considerations for the National Assessment of Educational Progress.

Fiore, Stephen & Graesser, Art & Greiff, Samuel & Griffin, Patrick & Gong, Brian & Kyllonen, Patrick & Massey, Christine & O'neil, Harry & Pellegrino, Jim & Rothman, Robert & Soulé, Helen & von Davier, Alina. (2017). Collaborative Problem Solving: Considerations for the National Assessment of Educational Progress. National Center for Education Statistics. https://nces.ed.gov/nationsreportcard/pdf/researchcenter/collaborative_problem_solving.pdf

This white paper explores the conceptual and technical foundations for integrating collaborative problem solving (CPS) into the National Assessment of Educational Progress (NAEP). The text defines CPS as a critical 21st-century skill that blends social teamwork with cognitive taskwork, requiring individuals to pool knowledge and manage group dynamics to reach common goals. By comparing major frameworks like PISA and ATC21S, the report examines the trade-offs between using human-to-agent simulations for standardization and human-to-human interactions for authentic complexity. Ultimately, the source serves as a comprehensive guide for policymakers on the design, scoring, and reporting challenges involved in measuring how effectively students navigate interdependent, non-routine challenges.