Synchrony, equality and intra-individual variability are good predictors of CPS competence, while individual accountability measured alone is less valuable¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The article reports that synchrony, equality and intra-individual variability predicted CPS competence levels judged by expert teachers, but individual accountability on its own was less valuable. → Cukurova 2017

Evidence¶

Cukurova 2017¶

Cukurova, M., Luckin, R., Millán, E., & Mavrikis, M. (2017). The NISPI framework: Analysing collaborative problem-solving from students' physical interactions. Preprint submitted to Computers and Education. https://doi.org/10.1016/j.compedu.2017.08.007

q2 · i? · associational · r1

Answer to the study's second research question, based on comparing NISPI index values across groups ranked high, medium and low by trained human observers using the OECD-based CPS analysis framework. No effect size or statistical test is printed.

"The results show that the concepts of synchrony, equality and intra-individual variability are good predictors of CPS competence of students. However, individual accountability, when measured with the coding scheme on its own in practice-based learning environments, appears to be less valuable to predict the quality of CPS."

Discussion¶

Related Claims¶

• Groups judged high in CPS competence by human observers show higher percentages of active synchrony (222 states) than low-competence groups in practice-based learning — related
• High CPS groups show lower intra-individual variability of physical interactivity than low CPS groups — a narrower finding that bears on this claim
• Individual accountability measured via the NISPI coding scheme alone is less valuable for predicting CPS competence, with high index values in groups not rated high — possibly the same claim (merge candidate)