Collaborative problem-solving (CPS) is generally considered as one of the most important skills for 21st century workplace. However, a few research studies the CPS performance or strategies of Chinese-speaking regions. Programme for International Student Assessment (PISA) 2015 Study, for the first time, has internationally assessed 15-year-old students’ ability to communicate and collaborate in order to solve complex real-life problem. Conversation-based assessment with computer agents were employed in PISA 2015 to assess the important CPS processes and competencies, i.e. the four processes in general individual problem-solving (Exploring and understanding, Representing and formulating, Planning and executing, and Monitoring and reflecting), and three core CPS competencies (Establishing and maintaining shared understanding, Taking appropriate action to solve the problem, and Establishing and maintaining team organization) (He, von Davier, Greiff, Steinhauer, & Borysewicz, 2017; OECD, 2017). Under this backdrop, on the one hand, this paper seeks to explain how PISA 2015 measures students’ CPS competencies. One released unit, XANDAR, is used to illustrate how the pertinent CPS processes can be examined. On the other hand, the four Chinese-speaking economies (i.e. B-S-J-G (China), Chinese Taipei, Hong-Kong (China) and Macao (China)) participated in CPS assessment of PISA 2015. The PISA data, including the log file data of students’ problem-solving processes, are analysed to uncover the details of CPS performance of the four economies.