Construct task-specific strategy questionnaires directly from a think-aloud coding taxonomy, item by item¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 associational), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The article recommends building questionnaires so that each item corresponds to one coding category of a think-aloud taxonomy for the same task, phrased in learners' own vocabulary from real protocol fragments, and referring explicitly to the just-finished task. The author reports this yielded "a correlation ( r=.51) between the questionnaire and the think-aloud protocols", higher than regularly reported, and cautiously concludes such questionnaires "might become reasonably adequate alternatives for the labor-intensive think-aloud method."

Design Implications¶

Context¶

Requirements¶

• A validated think-aloud coding taxonomy for the target task; items explicitly referring to the specific task and text

Constraints¶

• The article states both instruments "should probably be continuously used in mixed-method designs for theoretical considerations", and the correlation was only marginally significant in a small sample

Target Learners¶

• secondary school students

Target Learning Goals¶

• measuring learners' learning strategies and metacognitive activities

Affordances¶

• Meijer Text Studying Metacognitive Taxonomy

Claims¶

• A task-specific questionnaire built item-by-item from a think-aloud coding taxonomy correlated r=.51 with think-aloud protocols, higher than the -.07 to .42 regularly reported [+W]

Related Strategies¶

• Have respondents think aloud while completing a questionnaire, and interview them afterwards, to diagnose item interpretation problems

Examples¶

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Key Sources¶

• Gonny Schellings. (2011). Applying learning strategy questionnaires: problems and possibilities. Metacognition and Learning, 6, 91–109. https://doi.org/10.1007/s11409-011-9069-5