Development and Use of Anchoring Vignettes: Psychometric Investigations and Recommendations for a Nonparametric Approach

Abstract

ABSTRACT The aim of the current research was to provide recommendations to facilitate the development and use of anchoring vignettes (AVs) for cross-cultural comparisons in education. Study 1 identified six factors leading to order violations and ties in AV responses based on cognitive interviews with 15-year-old students. The factors were categorized into three domains: varying levels of AV format familiarity, differential interpretations of content, and individual differences in processing information. To inform the most appropriate approach to treat order violations and re-scaling method, Study 2 conducted Monte Carlo simulations with the manipulation of three factors and incorporation of five responses styles. Study 2 found that the AV approach improved accuracy in score estimation by successfully controlling for response styles. The results also revealed the reordering approach to treat order violations produced the most accurate estimation combined with the re-scaling method assigning the middle value among possible scores. Along with strategies to develop AVs, strengths and limitations of the implemented nonparametric AV approach were discussed in comparison to item response theory modeling for response styles.