Redefining Collaboration: A Framework for Skill Development in K–12 Education

Abstract

Successful collaboration in civic life, the workplace, and educational contexts requires that students have opportunities to develop collaboration skills through early educational and extracurricular experiences. To support this goal, a collaboration framework must clearly define the construct, articulate its dimensions as distinct yet interconnected indicators of the subskill, and provide observable behavioral examples. Such a framework enables educators to guide instruction, support formative and summative assessment, and promote students’ ongoing growth in developing collaboration skills. This paper draws on existing collaboration frameworks, state-adopted competency standards, and assessment practices to propose a theoretical framework for defining and identifying evidence of collaboration in K-12 education, with a specific focus on high school learners. The framework proposes three subskills, corresponding subskill indicators, and examples of behaviors across learning contexts. We further explore considerations for implementation, including alignment with curricular goals, equitable access to opportunities for skill demonstration, and other practical considerations for integration into classroom settings. This work provides a foundation for developing and assessing collaboration skills, by highlighting the complex and context-dependent nature of collaboration, discussing the importance of considering technology-enhanced assessments, and recognizing the need for culturally responsive adaptations to ensure relevance and fairness in assessing this critical skill. Suggested citation: Courey, K. A., Liu, L., Ober, T., & Renfrow-Symon, E. (2026). Redefining Collaboration: A Framework for Skill Development in K–12 Education (Research Report Series No. RR-26-08). ETS. https://doi.org/10.64634/pdzqfj39