Article
Authors: Elizabeth Thomas (Stephens College) , Robyn K. Pinilla (The University of Texas at El Paso) , Leanne Ketterlin-Geller (Southern Methodist University) , Cassandra Hatfield (Southern Methodist University)
Cognitive interviews play an important role in articulating the intended construct of educational assessments. This paper describes the iterative development of protocols for cognitive interviews with kindergarten through second-grade children to understand how their spatial reasoning skill development aligns with intended constructs. We describe the procedures used to gather evidence of construct relevance and improved alignment to task-based interview items through multiple pilot rounds before conducting cognitive interviews. We found improved alignment and reduced construct irrelevant variance after protocol revisions.
Keywords: cognitive interview, learning progression, spatial reasoning, construct irrelevant variance
How to Cite: Thomas, E. , Pinilla, R. K. , Ketterlin-Geller, L. & Hatfield, C. (2023) “Iterative Cognitive Interview Design to Uncover Children's Spatial Reasoning”, Practical Assessment, Research, and Evaluation. 28(1). doi: https://doi.org/10.7275/pare.1918
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