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Number of available  task : 6
Number of groups : 3
Number of participants per group : 3
Number of rounds: 3

Each task will be completed by 1 group with 3 students. Each student will be in assigned  different group for every round.
No students should do the same task twice

The task could be simple puzzles that require creative thinking. Students would be required to vocalise their thoughts as they attempt to solve the task.

The focus of the assessment will be 2 folds. firstly in terms of the solution and secondly in terms of the thought process.

Having more than 1 test and different partners would allow a more consistent of t

This is one interesting test for creativity and resourcefulness

https://www.youtube.com/watch?v=OrUg-b31y5c

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Project: How to get people to put aside their mobile phones and get engaged into conversations without reaching out to read that text msgs.

To have 3 groups of students
A group & B group to each present ideas and how to execute the ideas and how to confirm their hypothesis are correct per their proposal. Group C will be the judge to critique both groups proposal and justify why the winning group proposal is better.

i) Create diversified conversations and persepctives amongst the teams to promote critical thinking skills and communications skills
ii) Team to focus on distilling information, ideas, to agree the direction and approach to develop the openesses, shared values to agreeing with the team
iii) Hand-ons to prepare the proposal, enhances digital literacy skills
iv) Allow arguements to justify reasonings on the proposal to drive cognitive thinking
v) Problem-solving to address a problem worthwhile to be resolved and meaningful

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Let students to form into two groups to solve a problem.

one served as consultant group and the other one served as client roles.
Give a case to let them role play in that situation.

Observe and assess:
1. whether the client side can communicate their requirement clearly and interact with consultant side.
2. whether the consultant group can effectively understand and react to client's requirement.
3. whether both sides can fix their misunderstanding if there exists.
4. whether they can engage each other to plan and feedback each other.

assessment will consider whether all member have effective communication and role assignment to contribute to the solving.

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Level: P5

Subject: Science

Pedagogical approach: Problem-based learning

Task: To design a water catchment device that collects pure water

Description of lesson:

1.Using a similar platform as OECD’s CPA, there will be a blank space for students to brainstorm for ideas (writings or drawings)

2. Synchronous online chatboards will be on the interface for students to discuss their ideas.

3. To facilitate role assignment, different tabs will be made available for each role, e.g. 1 tab for drawing of device, another tab for consolidation of ideas, etc.

4. Each group is to share their water catchment device consisting of the design, materials and explanations with other groups in the class and provide feedback for one another.

5. After gathering feedback, the groups will then further discuss and improve on their design.

6. Each group will then share their final product with the class.

Assessment will be made based on their interactions with one another, initiation of unprompted actions. Assessment should be based on a process approach and not by a traditional grading system whereby there is a final grade given. This would mean that the process of the collaborative learning is more important than the final outcome. Students will then work towards improving their processes in future collaborative work.

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Task: Problem-based learning.
- Give a complex problem for students to solve in small groups. Such as air pollution, water shortage etc
- Group discussions to be held online, so that all activities are recorded. (CSCL)
- Each student will be assessed according to evidences collected from their actions and communication/interaction in the group, for their cognitive and social processes relating to collaborative skills.

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The task will be mega code drill skill, it  was used to assess year 3 nursing students in collaborative problem solving skills.

Student are expected to be proficient in skills such as communicating, managing conflict, organising a team, building consensus and managing progress.

The assessment of collaborative problem solving skills.

For Communicating: students are required to have a common understanding of the task. The competency includes taking the perspective of other team members, tracking the knowledge of team members, and building and monitoring a shared understanding of the progress of the task.

The next assessment will be on students, if they able to establish and maintain an effective organisation of the team. This includes understanding and assigning roles as well as maintaining and adapting the team to be effective at achieving the goals.

Lastly, The ground rules are different in contexts of helping, collaborative work, consensus building,

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Applying scientific questions for application and reasoning skills

The assessment:

Temperature and climate change.

1) preconception: what makes the environment hot or cool (objectify)
[individualistic]

2) conception and experimential: research on weather and heat absorption vs reflection (shirt colours)
[collaborative]

3) conceptual change: identify products take deplete the zone layer causing goblal warming and suggest strategies to reduce them by percentages (environmental)
[constructivist]

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Focus of Lesson:
Students identify a moral value that they think should be exhibited in school. E.g. Respect, honesty

Step 1:
Divergent Thinking-- Brainstorm values that they think is lacking in the school

Step 2:
Convergent Thinking:
Come to a common consensus which value is important to them.
Also, identify the problems when such values are not exhibited and begin exploring ways this could be solved.

Step 3:
Identify what needs to be done (e.g. research, interviews, social experiment) and define roles of the members to execute plan

In the process, always focus on communication effectively while collaborating peacefully,

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I will get the students to work together to create an publicity poster on Cyberbullying to be put up around the school.

The assignment can be segmented as follows:
1) Research what is cyberbullying?
2) Research info/data that supports the view that cyberbullying is bad.
3) Collect real-world data of cyberbullying in school or from external sources
3) Present their info/data using ppt or infographic apps
4) Present some tips for victims to manage themselves and to seek help
5) Present this at the class level or the school level either through assembly or through the school website.

Success criteria can be based on qualitative or quantitative feedback from other students and teachers.

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The cognitive processes involved in CPS can be  subdivided into problem-solving processes and reasoning skills.

I would engage these students in Investigative Case Based Learning.
step1: read a case
step2: brainstorm questions to do scientific inquiry
step3: Hypothesis
step4: design experiment to test hypothesis
step5: generate report
step6: justify and defend report in a community.

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You have some understanding of the tasks for PISA assessment of CPS. Share an example of a task you might provide to students to assess their collaborative problem solving skills.

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You have some understanding of the tasks for PISA assessment of CPS. Share an example of a task you might provide to students to assess their collaborative problem solving skills.