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RFC1 Test
| Question | Answer |
|---|---|
| mean | average-add up all the numbers; divide by number of numbers. Interval/ratio |
| range | difference between largest and smallest numbers |
| median | middle number-place in numerical order first. Ordinal |
| standard deviation | score root of the variance of a set of numbers. Used with interval and ratio data. |
| mode | number that occurs most often. Nominal |
| ANOVA | analysis of variance. A simple one way analysis of variance (ANOVA) is a parametric test used to determine whether scores from 2 or more groups are significantly different at a selected probality level. |
| statistical error | difference between estimated and true value (random) |
| systematic error | same as above (non-random) |
| type I error | false positive - rejecting null hypothesis when true |
| type II error | false negative - the error of failing to reject a null hypothesis when it is not true |
| variance | a measure of the amount of variance within the values of that variable |
| t test | Used to determine whether two groups of scores are significantly different from one another. It compares teh observed difference between means with the difference expected by chance. |
| wilcoxon signed rank | designed to test a hypothesis about the location of a population distribution |
| quartile divisions | one of the four divisions of observations which have been grouped into 4 equal sized sets based on their statistical rank |
| descriptive statistics | describing what is or what the data shows |
| inferential statistics | trying to reach conclusions that extend beyond the immediate data alone |
| problem statement | indicates particular focus of study |
| review of the literature | comprehensive, flows, relevant, primary sources, cited accurately |
| hypotheses | specific, testable, expected relation |
| particpants | described, adequate size, no sampling bias |
| instruments | comply with IRB standards, appropriate, rational |
| research design and procedures | appropriate, applied correctly, logically relates |
| results | descriptive statistics presents, assumptions met |
| discussion | each result discussed, generalizations consistent with results |
| abstract and summary | problem stated, design identified, procedures described |
| correlational | a measure of the association of 2 or more dependent variables |
| Causal comparative | attempts to identify causative relationship between independent/dependent variable |
| Experimental | =maintains control over all factors |
| Correlational coefficient== | a linear relationship between 2 variables |
| Pearson r | tells the magnitude of the assoc. between variables on a ratio scale. Used to calculate relationship for interval or ratio data. |
| Prediction study | determines which variables are most highly correlated w/criterion variable |
| content validity | addresses whether the test measures the intended content area |
| criterion related validity | determined by relating performance on a test to performance on an alternative test or other measure |
| construct validity | assesses what the test is actually measuring |
| consequential validity | refers to the extent to which an instrument creates harmful effects for the user |
| stability test retest | empirical item - selection-same group/same test measure the stability of scores over time |
| equivalence:equivalant forms | equality-same group of people/different forms of test |
| internal consistency | a measure based on the correlations between items on the same test |
| split half | randomly divide all items into two sets |
| scorer/rater reliabilty | determines consistency in which rater asigns scores |
| If a test is reliable, does it also mean that it is valid? | Not necessarily |
| If a test is valid, is it also reliable? | Yes |
| Spearman rho | Used to calculate relationship with ordinal data. |
| dependent variables | those believed to depend on or to be caused by another variable |
| independent variables | the hypothesized cause of the dependent variable |
| Null Hypothesis | there is little existing research or theoretical support for a hypotheisi |
| Chi square | a nonparametric test used to test differences between groups when the data are frequency counts or the percentages or proportions converted into frequencies |
| ethnography | the form of qualitative research that focuses on describing the culture of a group of people |
| case study research | form of qualitative research that is focused on providing a deatiled account of one or more cases. |
| Grounded theory | a qualitative approach to generating and developing a theory from data that the researcher collects. |
| Nominal Measurement | the numerical values just name the attribute uniquely. Jersey numbers in basketball, for example. Qualitative |
| Ordinal Measurement | Attributes can be rank ordered. Distances between attributes have no meaning. Years of college on a questionaire.Quantitative |
| Interval Measurement | Differences between the attribues Does have meaning. Measuring temperature.Interval between values is interpretable. Quantitative |
| Ratio Measurement | ABSOLUTE ZERO that is meaningful. Number of clients in 6 months. Quantitative |
| raw score | number of items correct |
| norm-refernced scoring | student's performance compared with performance of others |
| Criterion refernced scoring | student performance compared to preset standard |
| self-refernced scoring | how individual's scores change over time |
| performance assessment | emphasize student process and require a project |
| cognitive tests | measure intellectual processes (thinking, memorizing) |
| diagnostic tests | provide scores to facilitate identification of strengths and weaknesses (tests for SDC classes) |
| aptitude tests | measure prediction or potential versus what has been learned (wescler) |
| affective test | measure attitude, emotion, (Likert) |
| threats to validity | unclear directions, confusing or unclear items, vocabulary or reading too difficult, subjective scoring, cheating, errors in administration |
| sample | a set of elements taken from a larger population |
| statistic | a numerical characteristic of a sample |
| parameter | a numerical characteristic of population |
| random sampling | produces representative samples |
| non-random sampling | does not produce representative samples |
| EPSEM | equal probability sampling method |
| systematic sampling, | SELECT EVERY NTH NUMBER IN YOUR SAMPLE, EPSEM |
| stratified random sampling | divide into males/females, take a random sample from each |
| proportional stratified samplng | EPSEM, subsamples (males/females) must be proportional to size in population |
| disproportional stratified sampling | not prportional to size in population |
| one stage cluster sampling | select random sample of clusters (classrooms) then include all individual units in the selected clusters |
| two stage cluster sampling | same as above except take subsets (like 10 kids from each classroom |
| convenience sampling | people most available nonrandom |
| quaota sampling | setting quotas (25 Asians, 25 African Americans, etc) nonrandom |
| purposive sampling | researcher specifies characteristics (7th graders with ADD)nonrandom |
| snowball sampling | start with one, ask them to find one, ask them to find one, etc. nonrandom |
| maximum variation sampling | wide range of cases qualitative |
| homogeneous sample selection | small and homogeneous case or set of cases qualitative |
| extreme case sampling | cases that represent extremes on some dimensions |
| typical-case sampling | typical or average cases |
| critical case sampling | cases known to be very important |
| negative case sampling | cases that diconform your generalizations |
| opportunistic sampling | select useful cases as the opportunity arises |
| mixed purposeful sampling | mix sampling strategies tailored to your specific needs |
Created by:
michelle219