Avoiding Misconception, Misuse, and Missed Opportunities: The Collection of Verbal Reports in Educational Achievement Testing

By Jacqueline P. Leighton. 2005

131 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/7f1750efe99293fe317a25756750dc1a01319988

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

On an Approach to Testing and Modeling Competence (2013, background): “Such evidence can be gathered through a “think-aloud” method where students verbalize their thoughts as they proceed through a task (Ericsson & Simon, 1993; Leighton, 2004).”
How assessing reading comprehension with multiple-choice questions shapes the construct: a cognitive processing perspective (2006, background): “The need and desire for more fine-grained differentiations can be illuminated by modern psychometric research paradigms aimed at providing fine-grained cognitive diagnostic information to testtakers and other stakeholders (see, e.g. Nichols et al., 1995; Junker, 1999; Leighton, 2004), which can be u”
Unique Characteristics of Diagnostic Classification Models: A Comprehensive Review of the Current State-of-the-Art (2008, background): “Finally, Sijtsma and Verweij (1999 ), as well as researchers such as Leighton (2004 ), place a strong emphasis on the actual development of the (cognitive) response theory—and therefore the strategy choices made by individuals—based on a qualitative investigation via think-aloud protocols to captu”
What goes through an examiner's mind? Using verbal protocols to gain insights into the GCSE marking process (2008, methodology): “, 1994 ), was chosen because it is well established (Ericsson & Simon, 1993 ; Leighton, 2004 ) and because it has already been used successfully with examiners (Milanovic et al.”
Using the Attribute Hierarchy Method to Make Diagnostic Inferences about Examinees' Cognitive Skills in Algebra on the SAT. (2008, methodology): “…models are often created and validated by having examinees think aloud as they solve items to identify the information requirements and processing skills elicited by the tasks (Ericsson & Simon, 1993; Leighton, 2004; Leighton & Gierl, 2007b; Royer, Cisero, & Carlo, 1993; Taylor & Dionne, 2000).”