A Comparison of Three Retrospective Self-reporting Methods of Measuring Change in Instructional Practice

By Tony C. M. Lam, Priscilla Bengo. 2003

300 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Management Science and Operations Research

View Paper: https://www.semanticscholar.org/paper/c5ec4730625abd359dc26696e5c7d511c39f69b6

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Jennifer Bown
2. Dennis Eggett
3. T. Little
4. Dan Dewey
5. J. Kerpelman
6. Jeff M. Allen
7. K. Paisley
8. Jim Sibthorp

In Management Science and Operations Research

1. Dennis Eggett
2. T. Little
3. Dan Dewey
4. Jennifer Bown
5. Jeff M. Allen
6. K. Paisley
7. Jim Sibthorp
8. Kim F. Nimon

Citations in the corpus

• Exploring Participant Development Through Adventure-Based Programming: A Model from the National Outdoor Leadership School (2007, methodology): “This was done to aid in the recall of perceived ability level and is the approach advocated in the literature ( Lam & Bengo, 2003 ), but was confusing for the participants without adequate instruction.”
• Japanese Language Proficiency, Social Networking, and Language Use during Study Abroad: Learners' Perspectives (2012, methodology): “In an extensive review of research on the use of post + retrospective (i.e., then–now) surveys, Lam and Bengo (2003) conclude that ‘more than three decades of research on post + retrospective method has unequivocally supported this approach over the traditional pretest-posttest approach to…”
• The Impact of Relationship Education on Adolescents of Diverse Backgrounds (2007, background): “Lam and Bengo (2003) examined the effectiveness of differing retrospective methods for assessing elementary teachers’ self-reported changes in instructional practices.”
• The retrospective pretest–posttest design redux: On its validity as an alternative to traditional pretest–posttest measurement (2019, background): “…problems (e.g., memory distortion, selective perception, and poor memory; Howard, Schmeck, et al., 1979; Lam & Bengo, 2003; Pratt et al., 2000), social desirability (Howard, Schmeck, et al., 1979), and impression management and response bias (Lam & Bengo, 2003; Taylor, Russ-Eft, & Taylor, 2009).”
• Measures of Program Effectiveness Based on Retrospective Pretest Data: Are All Created Equal? (2011, methodology): “Lam and Bengo (2003) compared such methods to the practice of collecting post and then ratings from a single post-program survey.”
• The learning outcomes race: the value of self-reported gains in large research universities (2012, background): “On the other hand, further research found that retrospective pretest design produced the least social desirability bias compared to other design approaches (such as the perceived change method) (Lam and Bengo 2003; Krosnick 1991).”