Journal article
Gathering Response Process Data for a Problem-Solving Measure through Whole-Class Think Alouds
Applied measurement in education, v 34(1), pp 46-60
02 Jan 2021
Featured in Collection : UN Sustainable Development Goals @ Drexel
Abstract
Response process validity evidence provides a window into a respondent's cognitive processing. The purpose of this study is to describe a new data collection tool called a whole-class think aloud (WCTA). This work is performed as part of test development for a series of problem-solving measures to be used in elementary and middle grades. Data from third-grade students were collected in a 1-1 think-aloud setting and compared to data from similar students as part of WCTAs. Findings indicated that students performed similarly on the items when the two think-aloud settings were compared. Respondents also needed less encouragement to share ideas aloud during the WCTA compared to the 1-1 think aloud. They also communicated feeling more comfortable in the WCTA setting compared to the 1-1 think aloud. Drawing the findings together, WCTAs functioned as well if not better, than 1-1 think alouds for the purpose of contextualizing third-grade students' cognitive processes. Future studies using WCTAs are recommended to explore their limitations and other factors that might impact their success as data gathering tools.
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Details
- Title
- Gathering Response Process Data for a Problem-Solving Measure through Whole-Class Think Alouds
- Creators
- Jonathan David Bostic - Bowling Green State UniversityToni A. Sondergeld - Drexel UniversityGabriel Matney - Bowling Green State UniversityGregory Stone - Product Innovation and Engineering (United States) (United States, Saint James) - LLCTiara Hicks - Collaborative Group (United States)
- Publication Details
- Applied measurement in education, v 34(1), pp 46-60
- Publisher
- Taylor & Francis
- Number of pages
- 15
- Grant note
- 1644214; 1720646; 1720661; 1920619; 1920621 / Directorate for Education and Human Resources
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- School of Education
- Web of Science ID
- WOS:000613812800004
- Scopus ID
- 2-s2.0-85100330774
- Other Identifier
- 991019335228904721
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InCites Highlights
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- Collaboration types
- Domestic collaboration
- Web of Science research areas
- Education & Educational Research
- Psychology, Educational
- Psychology, Mathematical