Currently, the assessment of high order skills is the new trend in educational assessment area, and also the focus of the large international educational assessment programme. Based on different definitions and interpretations of "collaborative problem-solving ability", PISA2015 and ATC21 S have constructed the evaluation framework and index system with distinctive features respectively and formed a multi-dimensional, multi-class and multi-level evaluation standard. As a result, with the help of the new generation of computer-aided educational measurement and evaluation technique, students' collaborative problem-solving abilities in complex problem situations are evaluated. This paper adopts the comparative research method to analyze the evaluation framework, indicator system and evaluation criteria of the two projects on cooperative problem-solving ability. It is found that China still needs to deepen the research on the evaluation contents such as key competencies and essential character, improve the scientific level of evaluation framework construction and the development of index system, and strengthen the innovation and application ability of the new technology of computer evaluation to realize the assessment of Chinese students' high order skills and core literacy.%对高阶能力的测评是当前教育测评领域发展的新趋势, 也是大型国际教育评价项目关注的重点.其中, PISA2015和ATC21S基于对"合作问题解决能力"的不同定义和解释, 分别构建了各具特色的测评框架及指标体系, 形成了多维度、多等级、多层次的评价标准, 借助新一代计算机辅助教育测量与评价技术实现了复杂问题情境中学生合作问题解决能力的测评.文章采用比较研究法, 对这两个项目关于合作问题解决能力的测评框架、指标体系及评价标准等进行剖析, 发现我国尚需拓展对关键能力和必备品格等评价内容的研究, 提升测评框架构建及指标体系研制的科学水平, 加强计算机测评新技术的创新和应用能力, 从而实现对中国学生高阶能力的测评, 促进实施核心素养评价.
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