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

Large-scale Assessments in Education

An IERI – International Educational Research Institute Journal

Table 3 Descriptive statistics of the process-related measures on the G4 item by score group

Type	Measure	Incorrect			Partially Correct			Correct			P
Type	Measure	Mean	Median	SD	Mean	Median	SD	Mean	Median	SD	P
Sequence	Response sequence length	4.28	3.00	2.78	4.02	3.00	2.00	3.88	3.00	1.92	< 0.001
Time	Total response time	1.52	1.34	0.72	1.57	1.39	0.70	1.45	1.29	0.66	< 0.001
	First pause	0.86	0.71	0.52	0.87	0.72	0.51	0.80	0.66	0.48	< 0.001
	Pct. first pause	56.7%	57.3%	17.0%	55.2%	55.4%	15.9%	54.0%	53.9%	15.6%	< 0.001
	Total D&D execution time	0.47	0.38	0.31	0.51	0.43	0.30	0.48	0.40	0.28	< 0.001
	Pct. total D&D execution time	32.7%	30.5%	15.8%	34.2%	32.5%	14.9%	34.3%	32.8%	14.3%	< 0.001
	Avg. D&D execution time	0.16	0.13	0.09	0.18	0.16	0.09	0.18	0.16	0.09	< 0.001
	Pct. avg. D&D execution time	11.6%	10.4%	6.0%	13.0%	12.1%	6.0%	13.6%	13.0%	5.9%	< 0.001
	Last pause	0.13	0.09	0.11	0.13	0.10	0.11	0.14	0.10	0.11	< 0.001
	Pct. last pause	9.6%	7.0%	8.1%	9.7%	7.2%	8.0%	10.7%	8.0%	8.6%	< 0.001

P-values of omnibus Kruskal–Wallis tests are reported. Pairwise Mann–Whitney U tests were also conducted and discussed in the text