Comparative studies on paper and pencil– and computer-based tests principally focus on statistical analysis of students' performances. In educational assessment, comparing students' performance (in terms of right or wrong results) does not imply a comparison of problem-solving processes followed by students. In this paper, we present a theoretical tool for task analysis that allows us to highlight how students' problem-solving processes could change in switching from paper to computer format and how these changes could be affected by the use of one environment rather than another. In particular, the aim of our study lies in identifying a set of indexes to highlight possible consequences that specific changes in task formulation have, in terms of task comparability. Therefore, we propose an example of the use of the tool for comparing paperbased and computer-based tasks.