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Direct linkSmith, Mark; Breakstone, Joel; Wineburg, Sam – Cognition and Instruction, 2019
This article reports a validity study of History Assessments of Thinking (HATs), which are short, constructed-response assessments of historical thinking. In particular, this study focuses on aspects of cognitive validity, which is an examination of whether assessments tap the intended constructs. Think-aloud interviews with 26 high school…
Descriptors: History, History Instruction, Thinking Skills, Multiple Choice Tests
Peer reviewedMagliano, Joseph P.; Millis, Keith K. – Cognition and Instruction, 2003
Two studies examined the viability of assessing reading strategies using a think-aloud protocol combined with latent semantic analysis (LSA). Findings demonstrated that the responses of less-skilled readers semantically overlapped more with focal sentences than with causal antecedent sentences, whereas skilled readers' responses overlapped with…
Descriptors: College Students, Comparative Analysis, Performance Factors, Predictor Variables
