ABSTRACT

Researchers often develop instruments using correctness scores (and a variety of theories and techniques, such as Item Response Theory) for validation and scoring. Less frequently, observations of children’s strategies are incorporated into the design, development, and application of assessments. We conducted individual interviews of 833 prekindergartens to Grade 3 children using 70 length measurement assessment items, recording both correctness and strategy use. We performed qualitative analyses of children’s strategies to validate or refine our hypotheses of how items align with strategies, and the concepts and procedures underlying them. We then used these analyses to refine: (a) our definitions of those strategies, concepts, and procedures; (b) the items in the assessment instrument; and (c) the alignment of both. The results will form the foundation of a Computer-Adaptive Test for length measurement, which we intend to validate in future research.

摘要

研究人员经常使用正确性分数（以及各种理论和技术，例如项目响应理论）开发工具来进行验证和评分。不太常见的是，对儿童策略的观察被纳入评估的设计、开发和应用中。我们使用 70 个长度测量评估项目对 833 名学前班至三年级儿童进行了单独访谈，记录了正确性和策略使用情况。我们对儿童的策略进行了定性分析，以验证或完善我们关于项目如何与策略以及它们背后的概念和程序保持一致的假设。然后，我们使用这些分析来完善： (a) 我们对这些策略、概念和程序的定义；(b) 评估工具中的项目；(c) 两者的对齐。