Using Evidence from Task-Based Interviews for Development and Validation of Classroom Assessments: Approaches and Applications in Early Grades Mathematics

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 m...

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Bibliographic Details
Published in:Educational assessment 2024-10, Vol.29 (4), p.229-250
Main Authors: Ketterlin-Geller, Leanne R., Haider, Muhammad Qadeer, McMurrer, Jennifer
Format: Article
Language:English
Subjects:
Educational Assessment
Evidence
Mathematics Education
Protocol Analysis
Students
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Summary: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