释放 "思考-朗读 "数据，调查自我评估：定量和定性方法

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

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引用次数: 0

摘要

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。

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

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.

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来源期刊

Learning and Instruction Multiple-

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.