Using process data to understand problem-solving strategies and processes for drag-and-drop items in a large-scale mathematics assessment

Abstract In 2017, the mathematics assessments that are part of National Assessment Educational Progress (NAEP) program underwent a transformation shifting administration from paper-and-pencil formats to digitally-based (DBA). This shift introduced new interactive item types bring rich process data and tremendous opportunities study cognitive behavioral processes underlie test-takers’ performances in ways not otherwise possible with response alone. this exploratory study, we investigated problem-solving strategies applied by nation’s fourth eighth graders analyzing collected during their interactions two technology-enhanced drag-and-drop items (one for each grade) included first digital operational NAEP’s assessments. Results research revealed how test-takers who achieved different levels accuracy on engaged various metacognitive (e.g., terms time allocation, answer change behaviors, strategies), providing insights into common mathematical misconceptions fourth- eighth-grade students held steps where they may have struggled solution process. Implications findings educational assessment design limitations also discussed.