Date created: | Last Updated:

Category: Project

Description: Influencing students’ educational achievements first requires understanding the underlying processes that lead to variation in students’ performance. Researchers are therefore increasingly interested in analyzing the differences in behavior displayed in educational assessments rather than merely assessing their outcomes. Such analyses provide valuable information on the differences between successful and unsuccessful students and help designing appropriate interventions. Complex problem solving (CPS) tasks have proven to provide particularly rich process data as they allow for a multitude of behaviors several of which can lead to a successful performance. So far, this data has been analyzed on a rather aggregated level looking at average number of actions or predefined strategies. In this paper, we illustrate and discuss a more detailed analysis of CPS process data based on the specific actions performed. This level of analysis allows finding previously undefined or unknown patterns within the data and increases our understanding of the processes underlying successful problem solving behavior even further.