Interactive tasks designed to elicit real-life problem-solving behavior are rapidly becoming more widely used in educational assessment. Incorrect responses to such tasks can occur for a variety of different reasons such as low proficiency levels, low metacognitive strategies, or motivational issues. We demonstrate how behavioral patterns…

Introduction: Despite the necessity for adults with lower literacy skills to undergo and succeed in high-stakes computer-administered assessments (e.g., GED, HiSET), there remains a gap in understanding their engagement with digital literacy assessments. Methods: This study analyzed process data, specifically time allocation data, from the Program…

Recent studies have linked propensity to donate one's time and money to educational attainment and cognitive skills. However, the tumultuous change caused by the advancement of technology and changing the landscape of information has made millennials a generation with unique social engagement patterns that might differ from the previous…

Background: A priori assumptions about specific behavior in test items can be used to process log data in a rule-based fashion to identify the behavior of interest. In this study, we demonstrate such a top-down approach and created a process indicator to represent what type of information processing (flimsy, breadth-first, satisficing, sampling,…

Computerized assessments and interactive simulation tasks are increasingly popular and afford the collection of process data, i.e., an examinee's sequence of actions (e.g., clickstreams, keystrokes) that arises from interactions with each task. Action sequence data contain rich information on the problem-solving process but are in a nonstandard,…