ERIC Number: ED469768
Record Type: Non-Journal
Publication Date: 2002-Aug
Reference Count: N/A
The Measurement of Instructional Background Indicators: Cognitive Laboratory Investigations of the Responses of Fourth and Eighth Grade Students and Teachers to Questionnaire Items. Working Paper Series.
Levine, Roger; Huberman, Mette; Buckner, Kathryn
Cognitive interviews were conducted with 12 teachers and 66 of their students to learn how to improve National Assessment of Educational Progress (NAEP) questionnaire items asking about instructional practices and teacher development experiences. Items were purposively selected from those used in the 1996 and 1998 NAEP student and teacher background questionnaires in fourth grade reading, mathematics, and science, and eighth grade mathematics and science. NAEP items that were administered in analogous forms to teachers and their students were chosen, to facilitate validation, and items known or thought to be problematic were selected. Several general types of item problems were found: (1) behavioral frequency items; (2) time frame problems; (3) problems with response options; (4) comprehension problems; (5) problems with list format items (loss of content); (6) problems with check all that apply items; and (7) other problems and issues. The cognitive interviews, with validation components, enabled detection of many survey design problems and an understanding of the reasons for their occurrence so that these problems can be avoided in the development of future NAEP and other background survey items. (Contains 9 tables and 16 references.) (SLD)
Descriptors: Cognitive Processes, Educational Practices, Elementary Education, Elementary School Students, Elementary School Teachers, Interviews, National Surveys, Professional Development, Questionnaires, Research Methodology, Teaching Methods
U.S. Department of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1990 K Street NW, Room 9048, Washington, DC 20006. For full text: htpp://www.nces.ed.gov/pubsearch/.
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: National Center for Education Statistics (ED), Washington, DC.
Identifiers - Assessments and Surveys: National Assessment of Educational Progress