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Evaluating the consistency of verbal reports and the use of cognitive models in educational measurement Open Access


Other title
Verbal reports
Cognitive models
Type of item
Degree grantor
University of Alberta
Author or creator
Wang, Xian
Supervisor and department
Jacqueline P. Leighton (Educational Psychology)
Examining committee member and department
Rebecca J. Gokiert (Community-University Partnership for the Study of Children, Youth, and Families)
Mark J. Gierl (Educational Psychology)
Department of Educational Psychology

Date accepted
Graduation date
Master of Education
Degree level
In the field of psychology, verbal reports are commonly used as a data source to explain human information processing. To date, few studies have investigated the accuracy of verbal reports for providing information on students’ reasoning and problem solving on educational tasks. The purpose of this study is to evaluate the consistency of verbal data, as well as the effects of student achievement, interviewer knowledge level, and item difficulty on the consistency of verbal reports. Seventy-one Grade 12 students from two high schools provided verbal responses to 15 multiple choice test items from the Alberta Pure Mathematics Diploma Examination. Results indicate higher-achieving students demonstrate greater consistencies in verbal reports than moderate achieving students. The implications of the results are discussed and the limitations of the present study are also presented.
License granted by Xian Wang ( on 2011-03-24T05:08:10Z (GMT): Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of the above terms. The author reserves all other publication and other rights in association with the copyright in the thesis, and except as herein provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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