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<p>In this study, we (1) test whether a single vignette item can be used as a stimulus for several questions referring to different vignette aspects; (2) explore the development of vignette items so that they could be comprehended holistically. The Rasch-Guttman Scenario Scale (RGSS) methodology was used to develop a questionnaire on self-regulated learning (SRL). 12 vignettes depicted high/medium/low SRL levels across three of the six SRL components (Selecting Main Ideas; Test Strategies; Concentration; Motivation; Attitude to Learning; Time Management). Cognitive interviews confirmed respondents’ ability to distinguish facets within a vignette. However, in a sample of 528 students, only the holistic questions aimed at the whole vignette formed a reliable, coherent Rasch scale; facet-specific items failed to yield valid subscales. A replication with &gt; 2,000 students using only holistic items confirmed reliability, similar item hierarchy, and expected correlations with motivation and diligence scales. We conclude that a vignette-based instrument is promising for holistic measurement of SRL-related behaviours and concepts. Extracting fine-grained facet scores from a single vignette was psychometrically unsupported in large-scale assessment.</p>

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Development of a self-regulated learning scenario scale with holistic and specific answer options

  • 期刊论文

  • 发表日期：

    2026年6月26日

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  • Inna Antipkina,
  • Iryna Kavalchuk,
  • Larry Ludlow

摘要

In this study, we (1) test whether a single vignette item can be used as a stimulus for several questions referring to different vignette aspects; (2) explore the development of vignette items so that they could be comprehended holistically. The Rasch-Guttman Scenario Scale (RGSS) methodology was used to develop a questionnaire on self-regulated learning (SRL). 12 vignettes depicted high/medium/low SRL levels across three of the six SRL components (Selecting Main Ideas; Test Strategies; Concentration; Motivation; Attitude to Learning; Time Management). Cognitive interviews confirmed respondents’ ability to distinguish facets within a vignette. However, in a sample of 528 students, only the holistic questions aimed at the whole vignette formed a reliable, coherent Rasch scale; facet-specific items failed to yield valid subscales. A replication with > 2,000 students using only holistic items confirmed reliability, similar item hierarchy, and expected correlations with motivation and diligence scales. We conclude that a vignette-based instrument is promising for holistic measurement of SRL-related behaviours and concepts. Extracting fine-grained facet scores from a single vignette was psychometrically unsupported in large-scale assessment.