Arithmetic fluency is regarded as a foundational math skill, typically measured as a single construct with pencil-and-paper-based timed assessments. We introduce a tablet-based assessment of single-digit fluency that captures individual trial response times across several embedded experimental contrasts of interest. A large (n = 824) cohort of…

The use of digital technologies in teaching and learning processes has opened new and wide frontiers in mathematics education. Research in education moves towards teaching and learning (and assessing) twenty-first-century skills and computer-based testing seems an interesting possibility for assessing such skills. From this perspective, comparing…

This study investigated the effectiveness of four Digitalized Interactive Components (DICs) designed based on cognitive principles to accommodate individual differences among students with learning difficulties in geometry during computer-based assessments. The four DICs were annotations (allowing students to make notes on the screen), pop-up…

Knowledge tracing (KT) is a method to evaluate a student's knowledge state (KS) based on their historical problem-solving records by predicting the next answer's binary correctness. Although widely applied to closed-ended questions, it lacks a detailed option tracing (OT) method for assessing multiple-choice questions (MCQs). This paper introduces…

The ability to solve complex problems successfully represents a key competence for students' educational success and beyond. While strategy application and metastrategic knowledge constitute two underlying components that drive successful complex problem solving (CPS), little is known about how these two facets develop individually and jointly in…

Process data are becoming more and more popular in education research. In the field of computer-based assessments of collaborative problem solving (ColPS), process data have been used to identify students' test-taking strategies while working on the assessment, and such data can be used to complement data collected on accuracy and overall…

Written instructions seldom need to be read when playing videogames. Instead, gaming often involves early information foraging and expansive exploration behaviors. We use data from the Programme for International Student Assessment (PISA) to explore whether students who regularly play videogames (daily gamers) adopt behaviors that are typical of…

In 2017, the mathematics assessments that are part of the National Assessment of Educational Progress (NAEP) program underwent a transformation shifting the administration from paper-and-pencil formats to digitally-based assessments (DBA). This shift introduced new interactive item types that bring rich process data and tremendous opportunities to…

We argue that examples can do more than serve the purpose of illustrating the truth of an existential statement or disconfirming the truth of a universal statement. Our argument is relevant to the use of technology in classroom assessment. A central challenge of computer-assisted assessment is to develop ways of collecting rich and complex data…

Computational Thinking (CT), entailing both domain-general and domain-specific skills, is a competency fundamental to computing education and beyond. However, as a cross-domain competency, appropriate assessment design and method remain equivocal. Indeed, the majority of the existing assessments have a predominant focus on measuring programming…

The relationship between mathematics and spatial reasoning is well established and extensively researched. Certain mathematics content could be deemed explicitly spatial, for example within geometry. However, the link to spatial reasoning extends into other areas of mathematics, such as representations of the number line and reading and…

Nowadays, mathematics education providing challenging, interesting, interactive and technology-oriented learning experiences to students attracts attention both in research and practice. Among those experiences, competitions, due to their role of integrating the interest and desire of students to compete in education, challenging their potentials…

Online educational games have been widely used to support students' mathematics learning. However, their effects largely depend on student-related factors, the most prominent being their behavioral characteristics as they play the games. In this study, we applied a set of learning analytics methods (k-means clustering, data visualization) to…

Online educational games have been widely used to support students' mathematics learning. However, their effects largely depend on student-related factors, the most prominent being their behavioral characteristics as they play the games. In this study, we applied a set of learning analytics methods ("k"-means clustering, data…

The present study used process data from a computer-based problem-solving task as indications of behavioural level of test-taking effort, and explored how behavioural item-level effort related to overall test performance and self-reported effort. Variables were extracted from raw process data and clustered. Four distinct clusters were obtained and…