Observing collaborative problem-solving processes and outcomes

This study examined the problem of assessing group process in a collaborati ve problem-solving situation. Students in seven collaborative groups worked on a two-part math and logic problem-first individually, then in groups, a nd finally, individually again. Groups engaging in behaviors that facilitat ed collaboration obtained higher group and individual accuracy scores on a challenging problem set. High-achieving students were influential in group problem-solving outcomes. Group scares did not reflect the individual achie vement of low-achieving students. Examining collaborative group process and outcomes offers a new direction in functional and contextualized assessmen t for school psychologists. (C) 2001 John Wiley & Sons, Inc.