Improving Vignette Descriptions and Question Formats to Measure Distance Vision: Evidence from Cognitive Interviews among Students in China

Autor/inn/en	Su, Yanfang; Willis, Gordon; Salomon, Joshua A.
Titel	Improving Vignette Descriptions and Question Formats to Measure Distance Vision: Evidence from Cognitive Interviews among Students in China
Quelle	In: Field Methods, 29 (2017) 3, S.175-193 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1525-822X
DOI	10.1177/1525822X16680810
Schlagwörter	Foreign Countries; Middle School Students; Vignettes; Questioning Techniques; Test Format; Spatial Ability; Measurement; Metric System; Semi Structured Interviews; Accuracy; Comparative Analysis; Comprehension; Recall (Psychology); Cognitive Processes; Vision; Visual Acuity; China + Suchen Sie Ihr Suchwort? Ausland; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Befragungstechnik; Fragetechnik; Testentwicklung; Räumliches Vorstellungsvermögen; Messverfahren; Metrischer Raum; Verstehen; Verständnis; Abberufung; Cognitive process; Kognitiver Prozess; Optisches Differenzierungsvermögen
Abstract	Vignette design has been largely neglected in anchoring vignette studies. This study aimed to contribute to the science of vignette design by developing and evaluating vignettes for measuring vision in rural China. Cognitive interviews were conducted among 36 participants in a Chinese middle school. The respondents either directly evaluated vision of the vignette character (i.e., noncomparative judgment) or compared their own vision with that of the vignette character (i.e., comparative judgment). It was found that a hypothetical person in the vignette was successfully envisioned by participants in grade 7 and beyond. However, more than half the participants were unable to accurately estimate distances expressed in meters. Some participants were critical in self-evaluation, yet tolerant of others' performance. Participants more easily produced an answer and had greater confidence in the answer in comparative judgment than for noncomparative judgment. We conclude with recommendations for designing concise and complete vignettes and suggest the use of comparative rather than noncomparative judgment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01