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WGU RFC 1 ch 6
Summary of Chapter 6
| Question | Answer |
|---|---|
| All types of research | require collecting data |
| data | are pieces of evidence used to examine a research topic or hypothesis |
| Constructs | mental abstractions such as personality, creativity, and intelligence that cannot be observed or measured directly |
| Constructs | become variables when they are stated in terms of operational definitions |
| Variables | placeholders that can assume any one of a range of values |
| Categorical variables | assume non-numerical (nominal) values |
| quantitative variables | assume numerical values and are measured on an ordinal, interval, or ratio scale |
| Independent variable | the treatment or cause |
| Dependent variable | outcome or effect of the independent variable |
| Three main ways to collect data for research studies | 1. administering an existing instrument 2. constructing one's own instrument 3. recording naturally occurring events (i.e., observations) |
| Standardized test | administered, scored, and interpreted in the same way no matter when and where it is administered |
| Most quantitative tests are | paper-and-pencil ones |
| Most qualitative researchers | collect data by observation or oral questioning |
| Raw scores | indicate the number of items or points a person got correct |
| Norm-referenced scoring | compares a student's test performance to the performance of other test takers |
| Criterion-referenced scoring | compares a student's test performance to predetermined standards of performance |
| Cognitive tests | measures intellectual processes |
| achievement tests | measure the current status of individuals on school-taught subjects |
| aptitude tests | used to predict how well a test taker is likely to perform in the future |
| general aptitude tests | typically ask the test taker to perform a variety of verbal and nonverbal tasks |
| Affective tests | are assessments designed to measure characteristics related to emotion |
| most affective tests | are non-projective, self report measures in which the individual responds to a series of questions about him or her self |
| Five basic types of scales are used to measure attitudes | 1. Likert scales 2. semantic differential scales 3. rating scales 4. Thurstone scales 5. Guttman scales |
| Attitude scales | ask respondents to state their feelings about various objects, persons, and activities |
| Likert scale | indicate feeling a long a scale such as strongly agree, agree, undecided, disagree, strongly disagree |
| Semantic differential scales | present a continuum of attitudes on which a respondent selects a position to indicate the strength of attitude. On a scale of 1-5, 5 being the best and 1 being the worst |
| rating scales present | statements that respondents must rate on a continuum from high to low. Rank your feelings from 1-5, 1 being the most important and 5 being the least important |
| Interest inventories | ask individuals to indicate personal likes and dislikes |
| Personality describes | characteristics that represent a persons typical behavior |
| Personality inventories include | lists of statements describing human behaviors, and participants must indicate whether each statement pertains to them. |
| Personality inventories | may be specific to a single trait (introversion-extroversion) or maybe general and measure a number of traits. |
| Use of self-report measures | create a concern whether an individual is expressing his or her true attitude, values, interests, or personality |
| Test bias in both cognitive and affective measures | can distort the data obtained |
| Bias is present | when one's ethnicity, race, gender, language, or religious orientation influences test performances |
| Projective tests | presents ambiguous situation and require the test taker to "project"her or his true feelings on the ambiguous situation |
| Association | most commonly used projective technique and exemplified by the inkblot test |
| Validity | the degree to which a test measure what is supposed to measure |
| Test is | not valid per se, it is valid for a particular interpretation and for a particular group |
| Validity | is measured on a continuum, tests are highly valid, moderately valid, or generally valid |
| Content validity | assesses the degree to which a test measures an intended content area |
| Content validity | is of prime importance for achievement tests |
| Content validity | determined by expert judgment of item and sample validity, not by statistical means |
| Criterion related validity | determined by relating performance on a test to a performance on a second test or other measure |
| Criterion validity has two forms | concurrent and predictive |
| Concurrent validity | degree to which the scores on a test are related to scores on another test administered at the same time or to another measure available at the same time |
| Predictive validity | degree to which scores on a test are related to scores on another test administered in the future |
| Construct validity | measure of whether the construct underlying a variable is actually being measured |
| Construct validity | determined by a series of validation studies that can include content and criterion related approaches |
| Used to determine construct validity | confirmatory and disconfirmatory evidence |
| Consequential validity | concerned with the potential of tests to create harmful effects for test takers |
| Validity of any test or measure | can be diminished by such factors as unclear test directions, ambiguous or difficult test items, subjective scoring, and non-standardized administration procedures |
| Reliability | degree to which a test consistently measure whatever it measures |
| Reliability | is expressed numerically from 0.0 to 1.0; a high coefficient indicates high reliability |
| Measurement error | refers to the inevitable fluctuations in scores due to person and test factors |
| No test is perfectly reliable | but the smaller measurement error the more reliable the test |
| The five general types of reliability | 1. Stability 2. Equivalence 3. Equivalence and stability 4. Internal consistency 5. Scorer/rater |
| Stability | also called test-retest reliability; the degree to which test scores are consistent over time |
| Test-retest | determined by correlating scores from the same test, administered more than once |
| Equivalence | Equivalent-forms reliability; the degree to which two similar forms of a test produce similar scores from a single group of test takers |
| Equivalence and stability reliability | the degree to which two forms of a test given at two different times produce similar scores as measured by correlations |
| Internal consistency | deals with the reliability of a single test taken at one time |
| Internal consistency | measures the extent to which the items in the test are consistent among themselves with the test as a whole |
| Internal consistency | Split half, Kuder-Richardson 20 and 21, and Cronbach's alpha main approaches to obtaining internal consistency |
| Split half reliability | determined by dividing a test into two equivalent halves (e.g., odd items vs. even items), correlating the two halves, and using the Spearman Brown formula to determine the reliability of the whole test |
| Kuder-Richardson reliability | deals with internal consistency of tests that are scored dichotomously (i.e., right, wrong)(multiple choice items, true or false items) |
| Cronbach's alpha | deals with internal consistency of tests that are scored with more than two choices (How many previous research classes have you taken? select among the following 0,1,2,3) |
| Scorer/rater reliability | important when scoring tests that are potentially subjective |
| interjudge reliability | refers to the reliability of two or more independent scorers |
| Intrajudge reliability | refers to the reliability of a single individual's rating over time |
| Standardized achievement tests | high reliabilities |
| Porjective tests | considerably lower reliabilities |
| standard of error or measurement | is an estimate of how often one can expect score errors of a given size |
| small standard error of measurement | indicates high reliability |
| large standard error of measurement | indicates low reliability |
| standard error of measurement | used to estimate the difference between a person's obtained and true scores |
| Big differences | indicate low reliability |
| Metal Measurement Yearbooks (MMYs) | most comprehensive sources of test information available |
| Metal Measurement Yearbooks (MMYs) | provide factual information on all known or revised tests, test reviews, and comprehensive bibliographies and indexes |
| Tests in Print (TIP) | comprehensive bibliography of all tests that have appeared in preceding MMYs. |
| Pro-Ed Publications' Tests | describe more than 2,000 tests in education, psychology, and business |
| Test Critiques | reviews of many of these tests |
| ETS Test Collection Database | describes more than 20,000 tests, published and unpublished |
| Other sources of test information | professional journals and test publishers or distributors |
| Three most important factors to consider in selecting a test | 1. validity 2. reliability 3. ease of use |
| Self constructed tests | should be pilot tested before use to determine validity, reliability, and feasibility |
Created by:
Xyrarose
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