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Computer-based assessments provide new insights into cognitive processes related to task completion that cannot be easily observed using paper-based instruments. In particular, such new insights may be revealed by time-tamped actions, which are recorded as computer log-files in the assessments. These actions, nested in individual level, are logically interconnected. This interdependency can be modeled straightforwardly in a multi-level framework. This study draws on process data recorded in one of complex problem-solving tasks (Traffic CP007Q02) in Program for International Student Assessment (PISA) 2012 and proposes a modified Multilevel Mixture IRT model (MMixIRT) to explore the problem-solving strategies. It was found that the model can not only explore whether the latent classes differ in their response strategies at the process level, but provide ability estimates at both the process level and the student level. The two level abilities are different across latent classes, and they are related to operational variables such as the number of resets or clicks. The proposed method may allow for better exploration of students' specific strategies for solving a problem, and the strengths and weaknesses of the strategies. Such findings may be further used to design targeted instructional interventions.

Analysis of Process Data of PISA 2012 Computer-Based Problem Solving: Application of the Modified Multilevel Mixture IRT Model