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6030 - Introduction to Educational Research > Chapter 5 > Flashcards

Chapter 5 Flashcards

1
Q

Measurement

A

is the assignment of numbers to indicate different values of a variable.

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2
Q

Measures

A

are specific techniques or instruments used for measurement.

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3
Q

Evaluation

A

is the procedures for collecting information and using information to make decisions. Evaluation involves measurement, but may also involve sampling, design, and literature in the process of coming to a decision.

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4
Q

The purpose of measurement is _________________________________.

A

to obtain information about the variables that are being studied. It provides a systematic procedure for recording observations, performance, or other responses of subjects

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5
Q

Operational Definitions

A

Definitions of variables that specify how they were measured

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6
Q

Assessment

A
  1. assess is to measure

2. an assessment is synonymous with an evaluation

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7
Q

Nominal (Classificatory) Scale

A

A set of mutually exclusive categories with no order implied.

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8
Q

Ordinal Scale

A

A set of rank-ordered categories.

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9
Q

Interval Scale

A

Equal intervals between numbers

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10
Q

Ratio Scale

A

Numbers expressed as ratios

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11
Q

What is the following an example of?

The operators equal and not equal are allowed.

A

example of nominal scale

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12
Q

What is the following an example of?

The operators greater than, less than, equal, and not equal (and all their combinations) are allowed.

A

example of ordinal scale

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13
Q

What is the following an example of?

Fahrenheit and Celsius

A

example of interval scale

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14
Q

What is the following an example of?

Length and Kelvin temperature

A

example of ratio scale

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15
Q

Statistics

A

Mathematical procedures used to summarize and analyze data.

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16
Q

Descriptive Statistics

A

Indices that summarize characteristics of sample data.

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17
Q

Statistics

A

describe sample data

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18
Q

Parameters

A

describe population data

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19
Q

Frequency Distribution

A

Data organized into scores and the frequency with which each score occurred

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20
Q

Frequency Polygon

A

A line graph with frequency along the y-axis and score along the x-axis.

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21
Q

Histogram

A

A bar graph with the same characteristics as a frequency polygon

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22
Q

Normal Distribution

A

A frequency distribution with a characteristic bell shape. It is symmetrical.

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23
Q

Skewed Distribution

A

A non-symmetric distribution.

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24
Q

positively skewed

A

Occurs when most of the scores are at the low end of the distribution

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25
Q

negatively skewed

A

Occurs when most of the scores are at the high end of the distribution

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26
Q

Outliers

A

Atypical scores that are either extremely high or low

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27
Q

Histogram

A

Histograms use bars to represent frequency. The bars touch, and histograms are used for interval and ratio independent variables.

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28
Q

Measures of Central Tendency

A

Statistics that indicate the average or typical score in a distribution.

29
Q

Mode

A

The most frequently occurring score or scores.

30
Q

Median

A

The score (or potential score) at the 50 percentile. It splits the distribution with respect to frequency.

31
Q

Mean

A

The sum of the scores divided by their number.

32
Q

Measures of Variability

A

These measures tell us how spread out a distribution is.

33
Q

Range

A

The largest score minus the smallest score.

34
Q

Standard Deviation

A

The square root of the sum of squared deviations of scores from the mean, divided by their number. Also, the root mean squared deviation.

35
Q

Variance

A

The standard deviation squared

36
Q

Percentile Rank

A

The percentage of scores falling at or below a given score.

37
Q

Correlation

A

A measure of the relationship between two variables

38
Q

Scatterplot

A

A two dimensional graphic representation of the relationship between two variables. The variable represent each dimension, and each point represents an individual’s score on the X and Y variable.

39
Q

Pearson Product Moment Correlation

A

The most common correlation coefficient, it detects linear relationships between variables.

40
Q

validity

A

The overall evaluation of the extent to which theory and empirical evidence support interpretations that are implied in given uses of the scores

Older Definition: the degree to which an instrument measures what it says it measures or purports to measure

41
Q

bar charts

A

Bar charts also use bars to represent frequency, but the bars do not touch. Bar charts are used for nominal and ordinal independent variables

42
Q

Evidence Based on Test Content

A

The specified domain should be sampled completely, but the test should not sample outside the specified domain.
Determined by expert judges.

43
Q

Evidence Based on Internal Structure

A

Items’ relations to each other, subtest scores, and total test scores should reflect the relations posited by theory and intended uses.
Determined by statistical analysis.

44
Q

Evidence Based on Relations to Other Variables

A

Relationships with other variables reflect relationships predict by theory and intended uses

45
Q

Construct Validity

A

The extent to which relationship predicted by the psychological theory of the construct are reflected in relationship between the measure and other measures

46
Q

Convergent Validity

A

The measure is significantly correlated with other measures that it theoretically should be correlated with (e.g., another measure of the same construct)

47
Q

Divergent Validity

A

The measure is not significantly correlated with other measures that it theoretically should not be correlated with (e.g., IQ and big toe size)

48
Q

Criterion Validity

A

The measure is correlated with another measure (the criterion).

49
Q

Concurrent Validity

A

The two measures are collected at the same point in time.

50
Q

Predictive Validity

A

The criterion measure is collected at a later point in time than the predictor measure.

51
Q

Sources of Validity Evidence

Evidence Based on Response Processes

A

Data are collected from participants, often using think-aloud protocols, to determine participants’ mental processes during answering items on the test

52
Q

Sources of Validity Evidence

Evidence Based on Consequences of Testing

A

Data is provided showing that the measure results in consequences for the test-taker that can be supported based upon empirical evidence

53
Q

___________ can be performed to help establish validity of measures to be used.

A

Pilot studies

54
Q

Reliability

A

is the extent to which participant and/or rater scores are free from error.

55
Q

Reliability coefficients (and validity coefficient, for that matter), vary between ______ and ______

A

0.00 and 1.00

56
Q

Equivalence (a form of reliability)

A

Two alternate forms of the same test (constructed by randomly choosing items from the same universe of items) are administered to the same group of individuals at approximately the same time.

57
Q

Equivalence and Stability

A

Two alternative forms of the same test are administered to the same group of individuals at two different times.

58
Q

Internal Consistency

A

A measure of the consistency of items on a test in measuring a single construct.

59
Q

Split Half

A

Most commonly the test is split into odd and even items. These subtest scores are correlated and corrected using the Spearman-Brown Prophecy formula

60
Q

Kuder-Richardson

A

Used with right vs. wrong items. Two formulas exist, KR-20 and KR-21. It is equivalent to the average of all possible split half reliabilities. KR-21 assumes equal item difficulty, while KR-20 does not assume equal item difficult

61
Q

Cronbach’s Alpha

A

Also equal to the average of all possible split half reliabilities, but does not require dichotomous scoring (e.g., can be used with Likert scale items)

62
Q

Percent Agreement

A

Percentage of cases on which the two observers or measures agree.

63
Q

Cohen’s Kappa

A

Percentage agreement corrected for what would be expected by chance

64
Q

A measure cannot be valid if it is not _______.

A

reliable

65
Q

Test Length

A

Longer measures are more reliable than shorter measures, all other things being equal

66
Q

Participant Heterogeneity

A

More heterogeneous scores will have higher reliability (this is sometimes referred to as the problem of restriction of range)

67
Q

The Nature of the Domain

A

Some things are more difficult to measure reliably than others (e.g., academic achievement measures usually have higher reliability than personality measures)

68
Q

Standardization of Data Collection

A

The more standardized the data collection methods, the higher the reliability will be

6030 - Introduction to Educational Research (13 decks)

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