Developing a Framework for the Examination of Anchoring Vignette Assumptions Using Cognitive Interviews: A Demonstration in the ICT Skills Domain

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F21%3A10429665" target="_blank" >RIV/00216208:11410/21:10429665 - isvavai.cz</a>

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=-hWkS2I8gD" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=-hWkS2I8gD</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1177/1525822X21991281" target="_blank" >10.1177/1525822X21991281</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Developing a Framework for the Examination of Anchoring Vignette Assumptions Using Cognitive Interviews: A Demonstration in the ICT Skills Domain

Popis výsledku v původním jazyce

Self-assessment measures are commonly used in questionnaire surveys. However, one of the problems with self-reports is that they may be prone to differences in scale usage among respondents. The anchoring vignette method addresses this issue. It relies on two assumptions: response consistency and vignette equivalence. Here we aim to develop a framework for the examination of these assumptions using cognitive interviews and demonstrate it in the Information and Communications Technology (ICT) skills domain. First, we develop new anchoring vignettes describing various ICT skill domains. Second, we examine both assumptions using cognitive interviews with students who are studying different fields. Our analysis shows that the assumptions are indeed not adhered to, especially the assumption of vignette equivalence. Third, we develop a general framework for the examination of the method&apos;s assumptions.

Název v anglickém jazyce

Developing a Framework for the Examination of Anchoring Vignette Assumptions Using Cognitive Interviews: A Demonstration in the ICT Skills Domain

Popis výsledku anglicky

Self-assessment measures are commonly used in questionnaire surveys. However, one of the problems with self-reports is that they may be prone to differences in scale usage among respondents. The anchoring vignette method addresses this issue. It relies on two assumptions: response consistency and vignette equivalence. Here we aim to develop a framework for the examination of these assumptions using cognitive interviews and demonstrate it in the Information and Communications Technology (ICT) skills domain. First, we develop new anchoring vignettes describing various ICT skill domains. Second, we examine both assumptions using cognitive interviews with students who are studying different fields. Our analysis shows that the assumptions are indeed not adhered to, especially the assumption of vignette equivalence. Third, we develop a general framework for the examination of the method&apos;s assumptions.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

<a href="/cs/project/GA17-02993S" target="_blank" >GA17-02993S: Faktory ovlivňující sebehodnocení ICT dovedností studentů středních škol</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2021

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Field Methods [online]

ISSN

1552-3969

e-ISSN

—

Svazek periodika

33

Číslo periodika v rámci svazku

4

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

17

Strana od-do

355-371

Kód UT WoS článku

000618478900001

EID výsledku v databázi Scopus

2-s2.0-85101041012