Unleashing think-aloud data to investigate self-assessment: Quantitative and qualitative approaches

IF 4.7 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Learning and Instruction Pub Date : 2024-10-19 DOI:10.1016/j.learninstruc.2024.102031
Ernesto Panadero , Leire Pinedo , Javier Fernández Ruiz
{"title":"Unleashing think-aloud data to investigate self-assessment: Quantitative and qualitative approaches","authors":"Ernesto Panadero ,&nbsp;Leire Pinedo ,&nbsp;Javier Fernández Ruiz","doi":"10.1016/j.learninstruc.2024.102031","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><div>Think-aloud is a process data method that provides detailed insights into students’ cognitive, emotional, and motivational processes. This makes it an ideal method for investigating self-assessment as, the vast majority of times, it occurs internally without obvious external cues. In this paper, we present a methodological overview based on three previous empirical studies, utilizing both quantitative and qualitative methods to analyze think-aloud data and explore the ‘black box’ of self-assessment.</div></div><div><h3>Methods</h3><div>A total of 67 secondary education students and 126 university students participated concurrently thinking-aloud while self-assessing academic tasks they had previously completed.</div></div><div><h3>Results</h3><div>We compare our two methodological approaches to analyzing think-aloud data, highlighting the coding schemes, data analysis techniques, and the critical decisions made during the think-aloud process.</div></div><div><h3>Conclusions</h3><div>Our findings demonstrate how think-aloud can be effectively employed through complementary quantitative and qualitative methods, providing a comprehensive understanding of the self-assessment phenomena.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":null,"pages":null},"PeriodicalIF":4.7000,"publicationDate":"2024-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Learning and Instruction","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0959475224001580","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

Abstract

Background

Think-aloud is a process data method that provides detailed insights into students’ cognitive, emotional, and motivational processes. This makes it an ideal method for investigating self-assessment as, the vast majority of times, it occurs internally without obvious external cues. In this paper, we present a methodological overview based on three previous empirical studies, utilizing both quantitative and qualitative methods to analyze think-aloud data and explore the ‘black box’ of self-assessment.

Methods

A total of 67 secondary education students and 126 university students participated concurrently thinking-aloud while self-assessing academic tasks they had previously completed.

Results

We compare our two methodological approaches to analyzing think-aloud data, highlighting the coding schemes, data analysis techniques, and the critical decisions made during the think-aloud process.

Conclusions

Our findings demonstrate how think-aloud can be effectively employed through complementary quantitative and qualitative methods, providing a comprehensive understanding of the self-assessment phenomena.
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
释放 "思考-朗读 "数据,调查自我评估:定量和定性方法
背景思考--朗读是一种过程数据方法,可以详细了解学生的认知、情感和动机过程。这使其成为调查自我评估的理想方法,因为绝大多数情况下,自我评估发生在内部,没有明显的外部提示。在本文中,我们基于之前的三项实证研究,采用定量和定性的方法对思考-朗读数据进行分析,并探索自我评估的 "黑箱",对方法进行了概述。结果我们比较了两种分析思考--朗读数据的方法,强调了编码方案、数据分析技术以及在思考--朗读过程中做出的关键决定。结论我们的研究结果表明,如何通过定量和定性方法的互补,有效地使用思考--朗读,从而全面了解自我评估现象。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 去求助
来源期刊
CiteScore
11.30
自引率
4.80%
发文量
109
期刊介绍: As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.
期刊最新文献
Nine partner languages, one path: Minority language reading proficiency development among German two-way immersion students Effects of SI-PASS on a high-risk course – A randomized controlled trial Context counts: Unveiling the impact of achievement level on teachers’ text assessment How to teach Bayesian reasoning: An empirical study comparing four different probability training courses Understanding teacher judgments of student motivation: The role of (un-)available cues
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1