Objective: This paper describes several automation tools and software that can be considered during evidence synthesis projects and provides guidance for their integration in the conduct of scoping reviews. Study Design and Setting: The guidance presented in this work is adapted from the results of a scoping review and consultations with the JBI…

This study describes the thinking strategies and epistemological stances of two Bible experts, who applied a literary and historical interpretive approach, respectively. A thinking-aloud protocols methodology was used as the two scholars read the same biblical story and verbalized their thoughts. The findings reveal intricate relationships between…

Problem solving is a critical component of academic and social emotional learning. It is a life-long skill. For young children, opportunities to make choices and problem solve lay the foundation for later development of self-determination (Palmer et al., 2012). However, young children may not have the experience or ability to resolve problems…

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…

Think alouds are valuable tools for academicians, test developers, and practitioners as they provide a unique window into a respondent's thinking during an assessment. The purpose of this special issue is to highlight novel ways to use think alouds as a means to gather evidence about respondents' thinking. An intended outcome from this special…

Researchers who investigate value-laden professional practices face the challenge of creating a space in which to explore workplace priorities. Education professionals, for example, are keyed to the development and wellbeing of their students, yet frequently work in environments in which there are constraints on their practice. These professionals…

Think-aloud interviews have been a valuable but underused tool in statistics education research. Think-alouds, in which students narrate their reasoning in real time while solving problems, differ in important ways from other types of cognitive interviews and related education research methods. Beyond the uses already found in the statistics…

We describe a formative assessment approach called whole-class think alouds, which foster evidence-based instructional practices and promote the goal of assessment to promote learning. They allow students to collaborate and orally communicate their problem solving.

This report showcases a new type of online homework system that provides students with a free-form interface and dynamic feedback. The ORCCA Tutor (Open-Response Chemistry Cognitive Assistance Tutor) is a production rules-based online tutoring system utilizing the Cognitive Tutoring Authoring Tools (CTAT) developed by Carnegie Mellon University.…

We propose cross-disciplinary learning as a construct that can guide instruction and assessment in programs that feature sequential learning across multiple science disciplines. Crossdisciplinary learning combines insights from interdisciplinary learning, transfer, and resources frameworks and highlights the processes of resource activation,…

This special issue's editors invited discussion of three broad questions. Slightly rephrased, they are: How well do self-report data represent theoretical constructs? How should analyses of data be conditioned by properties of self report data? In what ways do interpretations of self-report data shape interpretations of a study's findings? To…

In this digital ITEMS module, Dr. Jacqueline Leighton and Dr. Blair Lehman review differences between think-aloud interviews to measure problem-solving processes and cognitive labs to measure comprehension processes. Learners are introduced to historical, theoretical, and procedural differences between these methods and how to use and analyze…

Three examples of extant testing practices (i.e., a classroom instructor's use of a simple pre-post design, the practice of teaching to the test, and the think aloud verbal protocol) are discussed to illustrate the contention that assessment in the service of testing and learning does not necessarily involve radically different assessment…

The purpose of this paper is to review the utility of think alouds in writing instruction and highlight the function of think-aloud modeling in the development of cognitive and metacognitive strategies that support learners' independence. For these purposes, modeling with coping is also explained. Coping models, in which teachers encounter…

Measures of teacher mathematical knowledge are notoriously difficult to develop (e.g., Orrill et al., 2015). This is in part because of the multidimensional nature of teacher knowledge. As part of two separate projects being undertaken by this research team, we have attempted to write assessments of teacher pedagogical content knowledge (PCK) in…