Using Evidence from Task-Based Interviews for Development and Validation of Classroom Assessments: Approaches and Applications in Early Grades Mathematics
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| Title: | Using Evidence from Task-Based Interviews for Development and Validation of Classroom Assessments: Approaches and Applications in Early Grades Mathematics |
|---|---|
| Language: | English |
| Authors: | Leanne R. Ketterlin-Geller, Muhammad Qadeer Haider, Jennifer McMurrer |
| Source: | Educational Assessment. 2024 29(4):229-250. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2024 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 1721100 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Early Childhood Education Kindergarten Primary Education Grade 1 Grade 2 |
| Descriptors: | Student Evaluation, Elementary School Students, Elementary School Mathematics, Mathematics Instruction, Interviews, Cognitive Processes, Protocol Analysis, Problem Solving, Kindergarten, Grade 1, Grade 2, Numeracy, Mathematical Concepts, Logical Thinking, Knowledge Level, Private Schools, Religious Schools, Evaluation Methods, Validity |
| DOI: | 10.1080/10627197.2024.2398421 |
| ISSN: | 1062-7197 1532-6977 |
| Abstract: | This article illustrates and differentiates the unique role cognitive interviews and think-aloud interviews play in developing and validating assessments. Specifically, we describe the use of (a) cognitive interviews to gather empirical evidence to support claims about the intended construct being measured and (b) think-aloud interviews to gather evidence about the problem-solving processes students use while completing tasks assessing the intended construct. We illustrate their use in the context of a classroom assessment of an early mathematics construct -- numeric relational reasoning -- for kindergarten through Grade 2 students. This assessment is intended to provide teachers with data to guide their instructional decisions. We conducted 64 cognitive interviews with 32 students to collect evidence about students' understanding of the construct. We conducted 106 think-aloud interviews with 14 students to understand how the prototypical items elicited the intended construct. The task-based interview results iteratively informed assessment development and contributed important sources of validity evidence. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1449742 |
| Database: | ERIC |
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| Abstract: | This article illustrates and differentiates the unique role cognitive interviews and think-aloud interviews play in developing and validating assessments. Specifically, we describe the use of (a) cognitive interviews to gather empirical evidence to support claims about the intended construct being measured and (b) think-aloud interviews to gather evidence about the problem-solving processes students use while completing tasks assessing the intended construct. We illustrate their use in the context of a classroom assessment of an early mathematics construct -- numeric relational reasoning -- for kindergarten through Grade 2 students. This assessment is intended to provide teachers with data to guide their instructional decisions. We conducted 64 cognitive interviews with 32 students to collect evidence about students' understanding of the construct. We conducted 106 think-aloud interviews with 14 students to understand how the prototypical items elicited the intended construct. The task-based interview results iteratively informed assessment development and contributed important sources of validity evidence. |
|---|---|
| ISSN: | 1062-7197 1532-6977 |
| DOI: | 10.1080/10627197.2024.2398421 |
