Abstract
Complex problem solving (CPS) is considered an important educational outcome in the 21st century. Despite its importance, we have only little only knowledge of its measurability, development, or comparability in some countries, in particular in those with a short history of computer-based assessment. The results of the current study provide insights into the validity of CPS measurements and shed light on the different behavioral patterns and test-taking behavior in two convenience samples with different sample characteristics of Jordanian (N = 431) and Hungarian (N = 1844) students as they solve complex problems. CPS proved to be measurement-invariant in Jordan and Hungary among university students. Analyzing log data, we identified differences in students' test-taking behavior in terms of the effectiveness of their exploration strategy, time-on-task, and number of trials. Based on the students’ exploration strategy behavior, we identified four latent classes in both samples. The tested process indicators proved to be non-invariant over the different latent profiles; that is, there are differences in the role of the number of manipulations executed, time-on-task, and type of strategy used in actual problem-solving achievement between students that fall within different profiles. This study contributes to our understanding of how students from different educational contexts behave while solving complex problems.
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