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Inclusive Design of Collaborative Problem-Solving Tasks

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Innovative Assessment of Collaboration

Part of the book series: Methodology of Educational Measurement and Assessment ((MEMA))

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Abstract

The design of collaboration tasks to be inclusive of people with disabilities raises unique practical challenges and opportunities for research. In this chapter, we review the context established by regulations and international standards in which efforts to develop accessible collaboration software are situated. Prior work in the design of such systems is briefly surveyed, and we identify unsolved problems that remain in a field which is yet to become the subject of sustained research and implementation experience.

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Notes

  1. 1.

    The accessibility advantage of textual communication stands as an independent reason for preferring it from the ground advanced by Hao, Liu, Von Davier, & Kyllonen (this volume), namely its effectiveness in reducing confounding factors that may otherwise interfere with the measurement of collaboration skills.

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Author information

Authors and Affiliations

  1. Educational Testing Service, Princeton, NJ, USA

    Markku T. Hakkinen & Jason J. G. White

Authors
  1. Markku T. Hakkinen
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  2. Jason J. G. White
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Corresponding author

Correspondence to Markku T. Hakkinen .

Editor information

Editors and Affiliations

  1. ACT , Iowa City, Iowa, USA

    Alina A. von Davier

  2. Research and Development Division, Educational Testing Service, Princeton, New Jersey, USA

    Mengxiao Zhu

  3. Research and Development Division, Educational Testing Service, Princeton, New Jersey, USA

    Patrick C. Kyllonen

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Hakkinen, M.T., White, J.J.G. (2017). Inclusive Design of Collaborative Problem-Solving Tasks. In: von Davier, A., Zhu, M., Kyllonen, P. (eds) Innovative Assessment of Collaboration. Methodology of Educational Measurement and Assessment. Springer, Cham. https://doi.org/10.1007/978-3-319-33261-1_13

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  • DOI: https://doi.org/10.1007/978-3-319-33261-1_13

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-33259-8

  • Online ISBN: 978-3-319-33261-1

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