Using the Cognitive Pretesting Method to Gain Insight Into Participants' Experiences: An Illustration and Methodological Reflection
Using the Cognitive Pretesting Method to Gain Insight Into Participants' Experiences: An Illustration and Methodological Reflection
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DOI：
10.1177/1609406915624577
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发表时间：
2016-01-01
影响因子：
5.4
通讯作者：
Koskey, Kristin L. K.
中科院分区：
文献类型：
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作者：
Koskey, Kristin L. K.
定量研究者传统上使用认知预测试方法，如大声思考，以确定参与者是否按预期解释封闭式调查项目。笔者应用该方法对一所初中和高中的学生进行了定量测量工具的得分效度评价。通过这些应用，认知预测试方法也显示出是一个有用的工具，提示参与者对他们的经验有关的兴趣现象的反思。定性研究者传统上使用更多的开放式访谈，由一般的“如何”和“为什么”问题引导，这可能不足以引起参与者对他们的经历的反思，特别是年轻的参与者。到目前为止，还没有说明性的例子集中在如何让参与者大声思考，因为他们完成了定量调查可以告知定性为重点或混合的研究问题。因此，本文的目的是说明如何认知预测试的方法，参与者认为大声，因为他们完成了一项调查，可以作为一个额外的技术来了解他们的经验的现象。这个例子中的现象被定义为参与者对他们在学校学习的科学内容的体验。还讨论了局限性和方法上的挑战以及克服这些障碍的建议。
Quantitative researchers traditionally use cognitive pretesting methods such as think-alouds to determine whether participants are interpreting close-ended survey items as intended. I applied this method to evaluate the score validity of quantitative survey instruments with a middle school and high school sample of students. Through these applications, the cognitive pretesting method also revealed to be a useful tool for cueing participants' reflection on their experiences related to the phenomenon of interest. Qualitative researchers traditionally use more open-ended interviews guided by general "how" and "why" questions, which might not serve as sufficient prompts to elicit participants' reflection on their experiences, especially younger participants. To date, there are no illustrative examples focused on how having participants think-aloud as they complete a quantitative survey can inform qualitative-focused or mixed research questions. Therefore, the purpose of this article was to illustrate how the cognitive pretesting method, where participants think-aloud as they complete a survey, can be used as an additional technique to gain insight into their experiences of a phenomenon. The phenomenon in this illustration was defined as the participants' experiences with the science content that they were learning in school. Limitations and methodological challenges and recommendations for overcoming these barriers are also discussed.