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…

This study investigated how one's problem-solving style impacts his/her problem-solving performance in technology-rich environments. Drawing upon experiential learning theory, we extracted two behavioral indicators (i.e., planning duration for problem solving and human-computer interaction frequency) to model problem-solving styles in…

Internationally representative data of middle-aged adults 45 - 65 years old [n(United States) = 2,150; n(Japan) = 2,318; n(South Korea) = 2,800] from the 2012 Program for International Assessment of Adult Competencies were analyzed to examine the roles of education and literacy in relation to the digital divide. Results from survey-weighted binary…

Researchers are increasingly interested in the cognitive behaviors students display during tests. This interest has led researchers to look for innovative ways to collect this type of data. Due to the proliferation of computer-based assessments, process data has become popular for its ability to help show what students know, what students don't…

The OECD's PISA exercise has by now been widely critiqued. Whilst we agree with most concerns, we begin with the assumption that PISA will remain an enduring and powerful feature of the global educational landscape. Even if the PISA test itself were discontinued, a similar large-scale quantitative assessment exercise would soon arise to take its…