Think Aloud: Using Cognitive Interviewing to Validate the PISA Assessment of Student Self-Efficacy in Mathematics

Autor/inn/en	Pepper, David; Hodgen, Jeremy; Lamesoo, Katri; Kõiv, Pille; Tolboom, Jos
Titel	Think Aloud: Using Cognitive Interviewing to Validate the PISA Assessment of Student Self-Efficacy in Mathematics
Quelle	In: International Journal of Research & Method in Education, 41 (2018) 1, S.3-16 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-727X
DOI	10.1080/1743727X.2016.1238891
Schlagwörter	Protocol Analysis; Interviews; Cognitive Processes; Questionnaires; Self Efficacy; Mathematics Skills; Foreign Countries; Validity; Verbal Learning; Achievement Tests; Secondary School Students; International Assessment; United Kingdom (England); Estonia; Hong Kong; Netherlands; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Interviewing; Interviewtechnik; Cognitive process; Kognitiver Prozess; Fragebogen; Self-efficacy; Selbstwirksamkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Ausland; Gültigkeit; Verbales Lernen; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Estland; Hongkong; Niederlande
Abstract	Cognitive interviewing (CI) provides a method of systematically collecting validity evidence of response processes for questionnaire items. CI involves a range of techniques for prompting individuals to verbalise their responses to items. One such technique is concurrent verbalisation, as developed in Think Aloud Protocol (TAP). This article investigates the value of the technique for validating questionnaire items administered to young people in international surveys. To date, the literature on TAP has focused on allaying concerns about "reactivity"--whether response processes are affected by thinking aloud. This article investigates another concern, namely the completeness of concurrent verbalisations--the extent to which respondents verbalise their response processes. An independent, exploratory validation of the PISA assessment of student self-efficacy in mathematics by a small international team of researchers using CI with concurrent verbalisation in four education systems (England, Estonia, Hong Kong, and the Netherlands) provided the basis for this investigation. The researchers found that students generally thought aloud in response to each of the items, thereby providing validity evidence of responses processes varying within and between the education systems, but that practical steps could be taken to increase the completeness of concurrent verbalisations in future validations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01