| Sumario: | Part of a special issue on computer-based performance assessment of problem solving. The writers offer a solution to the narrow measurement and reporting of problem-solving using computer-based performance assessments. They point out that whereas performance assessments test for higher order thinking and problem solving, they rarely report students' thinking process data back to other students, teachers, or the public. They contend that Web-based, database-backed performance assessments represent a viable method for concurrently reporting both performance and thinking process data. They discuss findings from their research assessing student problem solving using networked computers. They demonstrate that both performance and process data could be reported back to students and teachers, who could then diagnose and understand how students performed and which problem solving processes contributed to or detracted from their performance.
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