Interactive tasks designed to elicit real-life problem-solving behavior are rapidly becoming more widely used in educational assessment. Incorrect responses to such tasks can occur for a variety of different reasons such as low proficiency levels, low metacognitive strategies, or motivational issues. We demonstrate how behavioral patterns associated with incorrect responses can, in part, be understood, supporting insights into the different sources of failure on a task. To this end, we make use of sequence mining techniques that leverage the information contained in time-stamped action sequences commonly logged in assessments with interactive tasks for (a) investigating what distinguishes incorrect behavioral patterns from correct ones and (b) identifying subgroups of examinees with similar incorrect behavioral patterns. Analyzing a task from the Programme for the International Assessment of Adult Competencies 2012 assessment, we find incorrect behavioral patterns to be more heterogeneous than correct ones. We identify multiple subgroups of incorrect behavioral patterns, which point toward different levels of effort and lack of different subskills needed for solving the task. Albeit focusing on a single task, meaningful patterns of major differences in how examinees approach a given task that generalize across multiple tasks are uncovered. Implications for the construction and analysis of interactive tasks as well as the design of interventions for complex problem-solving skills are derived.

旨在激发现实生活中解决问题行为的交互式任务正在迅速地广泛用于教育评估中。对这些任务的错误响应可能会由于多种不同的原因而发生，例如熟练程度低，元认知策略低或动机问题。我们演示了如何部分理解与错误响应相关的行为模式，从而支持对任务失败的不同来源的见解。为此，我们利用序列挖掘技术，利用挖掘操作中通常记录的带时间戳的动作序列中包含的信息以及交互式任务，以（a）研究什么将不正确的行为模式与正确的行为模式区分开，以及（b）识别应试者的亚组。具有类似的错误行为模式。通过分析《 2012年成人能力国际评估计划》中的一项任务，我们发现错误的行为模式比正确的行为模式更加多样化。我们识别出错误行为模式的多个子组，这些子组指向不同级别的努力，并且缺乏解决任务所需的不同子技能。尽管只关注单个任务，但发现了考生如何对待给定任务的重大差异的有意义的模式，这些模式概括了多个任务。得出了有关构建和分析交互式任务以及设计复杂问题解决技能的干预措施的含义。我们识别出错误行为模式的多个子组，这些子组指向不同级别的努力，并且缺乏解决任务所需的不同子技能。尽管只关注单个任务，但发现了考生如何对待给定任务的重大差异的有意义的模式，这些模式概括了多个任务。得出了有关构建和分析交互式任务以及设计复杂问题解决技能的干预措施的含义。我们识别出错误行为模式的多个子组，这些子组指向不同级别的努力，并且缺乏解决任务所需的不同子技能。尽管只关注单个任务，但发现了考生如何对待给定任务的重大差异的有意义的模式，这些模式概括了多个任务。得出了有关构建和分析交互式任务以及设计复杂问题解决技能的干预措施的含义。