ArticlePloS one2025
Interactive, computer-based, and situated design for innovative formative assessment approaches.
Article in PloS one, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
2 citing papers in PubMed.
- A competency addition procedure for constructing minimal, yet maximally informative tests for skill assessment.Behavior research methods · 2026Article
- Experiential Learning Through Editorial Practice: ThePharmacy (Basel, Switzerland) · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Social and teamwork skills are essential for today's teachers, yet their assessment in authentic contexts is challenging. This study presents the design, development and validation of an innovative computer-based test, designed to assess collaborative and teamwork skills in preprimary and primary school teachers and referred to as the 'CoTeSt' (Collaborative and Teamwork Skill test). Based on Situated Action Theory, the test immerses participants in realistic team interactions using conversational agents within a narrative framework. Teachers are asked to solve problems, collaborate with virtual colleagues, and provide feedback. The test consists of 20 dichotomously scored items in both multiple-choice and short answer, and it was administered to 139 Italian teachers. Test validation involved qualitative and quantitative methods, confirming that the items actually assess the skills they were assumed to evaluate. Post-test interviews and group discussions highlighted the tool's user-friendly design and its potential to foster self-reflection, professional dialogue, and continuous skill development. The CoTeSt represents a meaningful step toward empowering teachers with critical social skills and fostering a culture of collaboration and growth in education.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.