Beyond test scores: Student effort profiles in computer-based assessments of scientific thinking

Abstract

Computer-based assessments produce extensive data that offer insight into student outcomes and how they perform tasks. However, scientific thinking studies tend to use a variable-centered approach that focuses on test scores while neglecting student efforts. This study adopted a person-centered approach to investigate scientific thinking during assessments. The sample was 200 seventh- to ninth-grade students (aged 13–14) in Kenya. A computer-based test battery was administered that included scientific reasoning, deductive reasoning, and control of variables tests. Four distinct effort profiles were identified through latent profile analysis and the Bolck–Croon–Hagenaars method: highly engaged, moderately engaged, selectively engaged in control of variables only, and selectively engaged in reasoning only. High-engaged students generally exhibited higher performance. Furthermore, effort patterns differed between tasks, with some students maintaining a stable effort level and others adjusting in response to task demands. These findings highlight a substantial heterogeneity among learners, underscoring the value of process data and person-centered approaches to inform more responsive science education.