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Think aloud: Using cognitive interviewing to validate the PISA assessment of student self-efficacy in mathematics

Research output: Contribution to journalArticle

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Think aloud : Using cognitive interviewing to validate the PISA assessment of student self-efficacy in mathematics. / Pepper, David; Hodgen, Jeremy; Lamesoo, Katri; Koiv, Pille; Tolboom, Jos.

In: International Journal of Research and Method in Education, Vol. 41, No. 1, 2018, p. 3-16.

Research output: Contribution to journalArticle

Harvard

Pepper, D, Hodgen, J, Lamesoo, K, Koiv, P & Tolboom, J 2018, 'Think aloud: Using cognitive interviewing to validate the PISA assessment of student self-efficacy in mathematics', International Journal of Research and Method in Education, vol. 41, no. 1, pp. 3-16. https://doi.org/10.1080/1743727X.2016.1238891

APA

Pepper, D., Hodgen, J., Lamesoo, K., Koiv, P., & Tolboom, J. (2018). Think aloud: Using cognitive interviewing to validate the PISA assessment of student self-efficacy in mathematics. International Journal of Research and Method in Education, 41(1), 3-16. https://doi.org/10.1080/1743727X.2016.1238891

Vancouver

Pepper D, Hodgen J, Lamesoo K, Koiv P, Tolboom J. Think aloud: Using cognitive interviewing to validate the PISA assessment of student self-efficacy in mathematics. International Journal of Research and Method in Education. 2018;41(1):3-16. https://doi.org/10.1080/1743727X.2016.1238891

Author

Pepper, David ; Hodgen, Jeremy ; Lamesoo, Katri ; Koiv, Pille ; Tolboom, Jos. / Think aloud : Using cognitive interviewing to validate the PISA assessment of student self-efficacy in mathematics. In: International Journal of Research and Method in Education. 2018 ; Vol. 41, No. 1. pp. 3-16.

Bibtex Download

@article{8f051b899f854a419adf634d87c65d24,
title = "Think aloud: Using cognitive interviewing to validate the PISA assessment of student self-efficacy in mathematics",
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.",
author = "David Pepper and Jeremy Hodgen and Katri Lamesoo and Pille Koiv and Jos Tolboom",
year = "2018",
doi = "10.1080/1743727X.2016.1238891",
language = "English",
volume = "41",
pages = "3--16",
journal = "International Journal of Research and Method in Education",
issn = "1743-727X",
number = "1",

}

RIS (suitable for import to EndNote) Download

TY - JOUR

T1 - Think aloud

T2 - Using cognitive interviewing to validate the PISA assessment of student self-efficacy in mathematics

AU - Pepper, David

AU - Hodgen, Jeremy

AU - Lamesoo, Katri

AU - Koiv, Pille

AU - Tolboom, Jos

PY - 2018

Y1 - 2018

N2 - 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.

AB - 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.

U2 - 10.1080/1743727X.2016.1238891

DO - 10.1080/1743727X.2016.1238891

M3 - Article

VL - 41

SP - 3

EP - 16

JO - International Journal of Research and Method in Education

JF - International Journal of Research and Method in Education

SN - 1743-727X

IS - 1

ER -

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