Using Think-Alouds for Response Process Evidence of Teacher Attentiveness
Using Think-Alouds for Response Process Evidence of Teacher Attentiveness
复制标题
使用大声思考作为教师注意力的反应过程证据
DOI：
10.1080/08957347.2020.1835910
复制
发表时间：
2021
影响因子：
1.5
通讯作者：
Totorica, Tatia
中科院分区：
文献类型：
--
作者：
Mo, Ya;Carney, Michele;Cavey, Laurie;Totorica, Tatia
有必要评估项目，评估复杂的结构，但也可以有效地评分的教师教育计划的评价。为了以一种有效和可扩展的方式测量教师注意力的结构，我们使用了由结构响应项目提示引发的范例响应来开发选择响应评估项目。通过对有声思维访谈数据的分析，本研究考察了参与者对这两种项目类型的反应和分数之间的一致性。面试协议管理的12名数学教师和教师候选人谁首先提出了一个项目的建构响应版本，然后由选择响应版本相同的项目干。我们的分析集中在两个项目类型和需要修改的项目的识别八个项目干的响应和分数之间的对齐。结果有可能影响测试开发人员生成和使用响应过程证据的方式，以支持或反驳特定分数解释和使用中固有的假设。
There is a need for assessment items that assess complex constructs but can also be efficiently scored for evaluation of teacher education programs. In an effort to measure the construct of teacher attentiveness in an efficient and scalable manner, we are using exemplar responses elicited by constructed-response item prompts to develop selected-response assessment items. Through analyses of think-aloud interview data, this study examines the alignment between participant responses to, and scores arising from, the two item types. The interview protocol was administered to 12 mathematics teachers and teacher candidates who were first presented a constructed-response version of an item followed by the selected-response version of the same item stem. Our analyses focus on the alignment between responses and scores for eight item stems across the two item types and the identification of items in need of modification. The results have the potential to influence the way test developers generate and use response process evidence to support or refute the assumptions inherent in a particular score interpretation and use.