ABSTRACT

The objective of this paper is to comment on the think-aloud methods presented in the three papers included in this special issue. The commentary offered stems from the author’s own psychological investigations of unobservable information processes and the conditions under which the most defensible claims can be advanced. The structure of this commentary is as follows: First, the objective of think-alouds in light of test development and validation goals are considered for each of the three papers in the volume. Second, the response processes (psychological constructs) described in the three studies are assessed vis à vis think-aloud methods. Third, the methodological details that are essential to properly evaluate response processing data for educational assessment goals are elaborated. Fourth, the possible impasse of using a psychological technique to collect psychological data about non-psychological content forms the basis of the commentary’s conclusion.

摘要

本文的目的是评论本期特刊中三篇论文中介绍的思维方法。提供的评论源于作者自己对无法观察到的信息过程的心理调查，以及可以提出最有根据的主张的条件。该评论的结构如下：首先，针对本卷中的三篇论文，分别考虑测试开发和验证目标方面的思考能力的目标。其次，这三项研究中描述的反应过程（心理建构）是通过思考方法进行评估的。第三，详细阐述了对教育评估目标正确评估响应处理数据必不可少的方法学细节。第四，