In the field of psychology, verbal reports are commonly used as a data source to explain human information processing. To date, few studies have investigated the accuracy of verbal reports for providing information on students’ reasoning and problem solving on educational tasks. The purpose of this study is to evaluate the consistency of verbal data, as well as the effects of student achievement, interviewer knowledge level, and item difficulty on the consistency of verbal reports. Seventy-one Grade 12 students from two high schools provided verbal responses to 15 multiple choice test items from the Alberta Pure Mathematics Diploma Examination. Results indicate higher-achieving students demonstrate greater consistencies in verbal reports than moderate achieving students. The implications of the results are discussed and the limitations of the present study are also presented. / Measurement, Evaluation and Cognition
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:AEU.10048/1836 |
| Date | 06 1900 |
| Creators | Wang, Xian |
| Contributors | Jacqueline P. Leighton (Educational Psychology), Mark J. Gierl (Educational Psychology), Rebecca J. Gokiert (Community-University Partnership for the Study of Children, Youth, and Families) |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | 3423411 bytes, application/pdf |
Page generated in 0.0017 seconds