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Psychological Science and Education

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1814-2052

ISSN (online): 2311-7273

DOI: http://dx.doi.org/10.17759/pse

License: CC BY-NC 4.0

Started in 1996

Published 6 times a year

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Two Approaches to Assessing Interactions in Cooperative Work: From PISA Monitoring Studies to Activity-Based Analysis of Collaboration in Project Teams 45

Glazunova O.I., PhD in Psychology, General Director, Society with limited liability «Innovative company «Mysledeyatelnostnaya pedagogy», Moscow, Russia, obrantr@mail.ru
Gromyko Yu.V., PhD in Psychology, Professor, Director, Research Institute of Innovative Strategies for General Education Development, Russia, niiisroo@yandex.ru
Abstract
In the article the evaluation of interactions in the OECD Programme for International Student Assessment (PISA) is compared with the evaluation of cooperation on the basis of activity approach. The authors argue that in PISA, the problem and the interactions between those working on it are two separate subject matters of analysis, whereas in activity-based research on cooperation, cognitive and social components of problem solving in joint activity form one single reality for the participants of group work, with specific semantic, operational and subject attributes. Using the activity approach, the authors define the principles of monitoring and assessing abilities of the project team members in the process of team work. It is argued that the key integral construct that should be monitored in the process of team work is the design concept, its specification and the role it plays in the transformation of team activity. Assessing the development of abilities in the activity of project teams must as well be based on the typology of project teams.

Keywords: PISA, education system monitoring, activity approach, project-based learning, design concept, abilities, project teams

Column: Educational Psychology

DOI: http://dx.doi.org/10.17759/pse.2019240506

For Reference

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