Abstract The Programme for International Student Assessment (PISA) is the world's most extensive assessment of student's scholastic and general abilities, featuring assessments in over 70 countries. In the program's 2015 cycle, the assessment included a computerized measure of collaborative problem-solving skills (CPS) using virtual agents. Studies on the validity of this approach are sparse, however. To firstly investigate whether this computer-supported approach was validly assessing CPS, we obtained the original tasks from the Organization for Economic Co-operation and Development (OECD). We identified the extent to which the assessment is related to existing collaboration measures, including subjective self-rated collaboration, external teacher-rated collaboration, co-player collaboration, as well as reasoning and reading. The results of structural equation modeling and response surface analysis (N = 483) showed that self-rated collaboration, teacher-rated collaboration, co-player collaboration, and reasoning were moderately related to PISA 2015 CPS performance, even after controlling for individual differences in reading performance.

中文翻译：

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PISA 2015 协作解决问题的评估：PISA 2015 CPS 任务有效性的调查

摘要 国际学生评估计划 (PISA) 是世界上最广泛的学生学业和综合能力评估，在 70 多个国家进行评估。在该计划的 2015 年周期中，评估包括使用虚拟代理对协作解决问题技能 (CPS) 的计算机化测量。然而，关于这种方法有效性的研究很少。为了首先调查这种计算机支持的方法是否有效地评估了 CPS，我们从经济合作与发展组织 (OECD) 获得了原始任务。我们确定了评估与现有合作措施的相关程度，包括主观自评合作、外部教师评价合作、合作伙伴合作以及推理和阅读。