Enhancing Undergraduate Students' Collaborative Problem-Solving Competency through Computer-Supported Reflective Assessment

In the information age, collaborative problem-solving competency is crucial for students. This study focuses on exploring the impact of reflective assessment on students' collaborative problem-solving ability with the aid of computer-supported Knowledge Forum platform and data analysis techniques. The research integrated computer-supported reflective assessment into a three-stage teaching model and involved 67 students from a key normal university. A total of 1,594 valid notes on the Knowledge Forum were collected and analyzed through frequency analysis and cognitive network analysis. The findings are as follows: (1) By means of computer-supported data analysis, reflective assessment promotes consultative and in-depth exploration, which is beneficial for students to build knowledge during collaboration and provides support for future knowledge integration. (2) In terms of cognitive and social interaction dimensions, reflective assessment, based on data-driven insights, strengthens students' problem-solving abilities, optimizes the inquiry and negotiation processes, and effectively promotes overall knowledge construction. This research reveals the significant role of computer-supported reflective assessment in enhancing students' collaborative problem-solving competency. However, it also acknowledges the limitation of relying solely on online Knowledge Forum data. Future research is expected to incorporate offline data and adopt more comprehensive data collection and analysis methods to further explore effective teaching designs.