Structured Interviews

Overview

Type of objectives	Knowledge, thinking skills, problem solving, thought processes, reflective thinking
Number of students	One or two at one time
Teacher prep time	Varies depending on the length and complexity of the interview
Student time	Varies depending on the interview
Scoring time	Varies
Scoring method	Analytic checklists, analytic holistic, focused holistic
Possible problems	Failure to anticipate student responses; failure to sequence questions properly; failure to design revealing questions; prompting can cause variable results; lack of speaking skills can inhibit some students; cultural mores can prevent oral expression in some students; information can be given faster than the teacher can evaluate its significance or record the results; teacher personality can significantly impact the results
Possible values	Can provide in-depth information; can prevent the use of inappropriate questions; can ensure that all students receive the same "quality time"; very encouraging to many students; can be equated

Frequently Asked Questions

What are structured interviews?

Structured interviews are commonly encouraged in business interviews. They ensure that all candidates are treated equally since all candidates are asked exactly the same questions. The internally reviewed questions can prevent the use of inappropriate questions especially by novice interviewers. Structured interview training is offered in most large companies. It may be possible for you to attend a training session at a company in your area. These types of seminars can be very valuable to teachers.

How might structured interviews be used?

Teachers can use the structured interview in tandem with portfolios, journals, self-reflections and other open-ended forms of assessment. A list of questions that have been thoroughly contemplated or reviewed by others is especially useful to the novice teacher. The questions are a supporting framework for teacher/student interaction and when used with informal settings are often modified. This type of modified structured interview is probably more realistic for teaching situations.

To develop a structured interview for science investigations, the task must be outlined with specific questions written into the task at appropriate points. All students are given exactly the same task. Answers are recorded and/or a check list completed. Commonly used science activities furnish many opportunities for the development of structured interviews.

Since each student is given the same questions, it is possible to compare the results. This method has been used in the United Kingdom with positive feedback from both students and teachers. Some students actually seem to be motivated by this type of testing. The interview yields more information about student understanding and processing of information than other assessment methods. However, the time involved makes interviewing very limited in most classroom situations.

This example of a formal structured interview was taken from the Texas Applied Science Program developed at Southwest Texas State University under the direction of Dr. Glen Longley.

What is an example of a formal structured interview?

The following is an example of an interview. Read information in boldface type verbatim to the student.

Setting:

Provide the following materials. A container of solution made by boiling some purple cabbage leaves. Some of the leaves should be present in the solution. Containers of vinegar and lemon juice are marked acid one and acid two. Containers of liquid detergent (confirm that it is a base) and ammonia cleanser are marked base one and base two. A set of 12 clean test tubes and 12 eye droppers.

Procedures:

Establish rapport with the student. Allow one minute wait time for all questions. Record student's verbal thoughts to all questions as well as answers.

Present the problem:

We have all of these materials. We are trying to find out how this solution of purple cabbage will react with different substances.

Ask the questions:

What do you think we are trying to do?

Is there anything you do not understand about this problem? Do not prompt the student, but allow as many questions as possible and restate questions until it is clear the student understands the task. Record all student questions and your responses.

Provide for different responses:

If the student asks what the results will be say, Let's work to find the results.

If the student failed to respond to the first question, ask, We are trying to find out how this solution of purple cabbage will react with different substances. Tell me in your own words what you will be trying to do. If the student fails to respond, prompt the student again. Record your prompts and the student's responses.

What factors do the materials allow you to study?

What other materials would you like to investigate if you had time?

You can set up the experiment anyway you like using these materials. How are you going to do the experiment? Why are you going to do your experiment this way?

If the student fails to understand the question, ask, How are you going to find out how the purple cabbage solution will react with the acids and bases? If the student fails to respond, prompt the student again. Record your prompts and the student's responses.

Why do you want to do the experiment this way? Allow the student to change his mind to the previous question. Note all responses in sequence.

What other ways might this experiment be done?

How are you going to record the results? If the student wants to make a chart, say, Make the chart on your paper. Record a facsimile of the chart.

If the student does not volunteer to make a data chart, ask, Can you make a chart to help you record your results? If the student can make a chart, say, Make the chart on your paper.

I think your plans are fine. You can do the experiment yourself. Allow the student to do the experiment his own way. Note how the experiment is done and the type of results. Allow 20 minutes for the experiment. How did you feel about doing this experiment?

What do you think you learned?

Present the following data chart and say, This shows the results of some other experiments. What do you think these results mean?

Acid 1 + drop of purple cabbage = red
Acid 2 + drop of purple cabbage = red
Base 1 + drop of purple cabbage = blue
Base 2 + drop of purple cabbage = blue

How are these results like yours?

How are they different?

What do you think will happen to the drop of purple cabbage solution if I add it to an acid? Add a drop of the solution to the tube marked acid 3. The solution should turn red.

Is this really an acid? How do you know?

What must a teacher do to prepare for a structured interview assessment?

Prepare a statement of the purpose of the structured interview for students.
Develop a structured interview for science investigations. Be sure to describe the setting, define the procedures, present the problem, develop the questions, and provide for different responses. The interview should be complete enough so that anyone could administer it with the same results. See the example of a formal structured interview.
Outline the criteria you will use for judging the results of the interview and the method of scoring.
Describe some of the possible strengths and weaknesses of your interview questions.
Describe how the interview can be linked to other assessments.
After you have interviewed students, decide how to "sell" the use of your interview to others.