Final

Question 1

An evaluation that uses the data collected before a program begins. Examples include pilot projects, baseline surveys, and feasibility studies.

Answer 1

Design evaluation

Question 2

Coefficient of stability: Evaluator administers the same instrument twice, separated by a short period of time. Results are compared, using a statistic such as a correlation coefficient

Answer 2

Reliability coefficient/ test-retest reliability

Question 3

Evaluator administers two equivalent versions of the same instrument (parallel forms) to the same group of people. Results are compared, using a coefficient of stability.

Answer 3

Alternate-form coefficient

Question 4

A nonexperimental research method relying on questionnaires or interview protocols

Answer 4

Survey

Question 5

The extent to which researchers can make this statement with confidence

Answer 5

Internal validity

Question 6

Study conducted at a single time period, and data are collected from multiple groups

Answer 6

Cross-sectional study

Question 7

Data are collected at two or more points in time

Answer 7

Longitudinal study

Question 8

Design that combines cross-sectional and longitudinal elements by following two or more age groups over time

Answer 8

Cohort-sequential design

Question 9

Two observers’ data are compared to see whether they are consistently recording the same behaviors when they view the same events. Statistical procedures such as correlation or percentage of agreement can be used to establish this type of reliability.

Answer 9

Interrater reliability

Question 10

Interpretive research approach relying on multiple types of subjective data and investigation of people in particular situations in their natural environment

Answer 10

Qualitative research

Question 11

Use of multiple data sources, research methods, investigators, and/or theories/ perspectives to cross-check and corroborate research data and conclusions

Answer 11

Triangulation

Question 12

used to determine whether a single observer is consistently recording data over a period of time.

Answer 12

Intrarater reliability

Question 13

To what degree does all accumulated evidence support the intended interpretation of scores for the proposed purpose?

Answer 13

construct validity

Question 14

commonly used data collection instruments or procedures designed to measure personality, aptitude, achievement, and performance.

Answer 14

Tests

Question 15

Items on the test represent content covered in the program (e.g., did the teacher teach the children that blue on the map means water?). Evaluators can work with content specialists to list the content that is part of the program, and can compare the test items to see whether they correspond.

Answer 15

Content-related evidence

Question 16

a self-report data collection instrument that is filled out by research participants.

Answer 16

Questionnaire

Question 17

The researcher takes independent samples from a general population over time and the same questions are asked.

Answer 17

Trend study

Question 18

a situation where the interviewer asks the interviewee a series of questions

Answer 18

Interview

Question 19

indicates that the measure actually reflects current or future behaviors or dispositions.

Answer 19

Criterion-related evidence

Question 20

a situation where a focus group moderator keeps a small and homogeneous group (of 6–12 people) focused on the discussion of a research topic or issue.

Answer 20

Focus group

Question 21

Evaluators need to be aware of the consequences of using data, especially with regard to the potential to worsen inequities.

Answer 21

Consequential evidence

Question 22

Researcher watches and records events or

behavioral patterns of people

Answer 22

Observation

Question 23

Observation conducted in real-world situations

Answer 23

Naturalistic observation

Question 24

Observation conducted in lab setting set up by the researcher

Answer 24

Laboratory observation

Question 25

Evaluators need to stay on site for sufficient time to “get the story right.” If a study is conducted over too short a time or interviews are conducted with too few people, it is possible that an evaluator will reach “premature closure”

Answer 25

Prolonged and substantial engagement

Question 26

the ability to generalize the results of a study to the population from which the research population was drawn.

Answer 26

External validity

Question 27

A word that produces an emotionally charged reaction

Answer 27

Loaded term

Question 28

A question that suggests how the participants should

answer

Answer 28

leading question

Question 29

Asking about two or more issues in a single question

Answer 29

Double-barreled question

Question 30

Nonoverlapping response categories

Answer 30

Mutually exclusive categories

Question 31

Response categories that cover the full range of possible responses

Answer 31

Exhaustive categories

Question 32

An ordered set of response choices, such as a 5-point rating scale, measuring the direction and strength of an attitude

Answer 32

Rating scale

Question 33

Descriptors placed on points on a rating scale

Answer 33

Anchor

Question 34

Participant must select from the two response choices provided with an item

Answer 34

Binary forced-choice approach

Question 35

A scaling technique that is used to measure the meaning that participants give to attitudinal objects or concepts and to produce semantic profiles

Answer 35

Semantic differential - a scaling technique that is used to measure the meaning that participants give to attitudinal objects or concepts and to produce semantic profiles

Question 36

An item directing the participant to different follow-up questions depending on the initial response

Answer 36

Contingency question

Question 37

Tendency for a participant to respond in a

particular way to a set of items

Answer 37

response

Question 38

Evaluators need to be aware of their assumptions, hypotheses, and understandings, and of how these change over the period of the study.

Answer 38

Progressive subjectivity

Question 39

those incurred to provide a treatment or a service

Answer 39

direct costs

Question 40

resources lost due to the disorder.

Answer 40

indirect costs

Question 41

Events that occur during the study other than the experimental treatment effect that can influence the results

Answer 41

History threat

Question 42

describing design that is intended to simplify life for everyone by making products, communications, and the built environment more usable by as many people as possible at little or no extra cost

Answer 42

Universal design

Question 43

naturally occurring physical or psychological changes

Answer 43

Maturation threat

Question 44

A monitoring system that would involve community members in determining what indicators of change are important to them

Answer 44

Most Significant Change Method

Christian Commission for Development in Bangladesh and Rick Davies

Question 45

Administration of a pretest that affects participants’ performance on a posttest (i.e., participants become “testwise”).

Answer 45

testing threat

Question 46

Having pretests and posttests that differ in terms of difficulty; this can lead to seeming changes that are really due to the difference in the tests.

Answer 46

Instrumentation

Question 47

Having extreme groups in a study (i.e., people very high or very low on a particular characteristic); it is possible that changes will be seen on the dependent variable because of this threat.

Answer 47

statistical regression

Question 48

Differences between the experimental and control groups on important characteristics, other than receipt of the intervention.

Answer 48

differential selection

Question 49

Differential dropouts of participants from either the experimental or control groups.

Answer 49

experimental mortality

Question 50

treatment was not implemented as intended

Answer 50

treatment fidelity

Question 51

monetary (i.e., dollar) values are estimated for the resources used (i.e., costs) and for the program effects (i.e., benefits), and these two components (costs and benefits) are then compared to determine the worth of a program.

Answer 51

cost-benefit analysis

Question 52

based on cost and effect data (rather than cost and benefit data as in benefit-cost analysis).

Answer 52

cost-effectiveness analysis

Question 53

What a concept means in abstract or theoretical terms

Answer 53

Conceptual definition of a sample

Question 54

What you will observe and/or measure; links the concept you want to sample to the real world

Answer 54

Operational definition of a sample

Question 55

Group to which you wish to generalize your results

Answer 55

target

Question 56

List of people who match the conceptual definition

Answer 56

Experimentally accessible population

Question 57

List of people in the experimentally accessible population

Answer 57

Sampling frame

Question 58

Match between accessible population and target population

Answer 58

population validity

Question 59

voluntary consent without threat or undue inducement; it includes knowing what a reasonable person would want to know before giving consent (informed), and explicitly agreeing to participate (consent).

Answer 59

informed consent

Question 60

collecting, analyzing, storing, and reporting data in such a way that the data cannot be traced back to the individual who provides them.

Answer 60

confidentiality

Question 61

involves the selection of a sample from a population in a way that allows for an estimation of the amount of possible bias and sampling error.

Answer 61

Probability-based sampling

Question 62

Those in which every member of a population has a known nonzero probability of being included in the sample.

Answer 62

Random samples

Question 63

Every member of the population has an equal and independent chance of being selected.

Answer 63

Simple random sampling

Question 64

A robust description of the context in which qualitative research is conducted

Answer 64

Thick description

Question 65

Selection of easily obtainable participants for sample group and usually the cheapest and fastest way of obtaining a sample group; interviewers happen to be available at a program site.

Answer 65

Convenience sampling

Question 66

When will you have a poor strength of treatment?
A. When the participants are sensitized to the posttest.
B. When the evaluator uses different types of measurement for dependent variables.
C. When the treatment “dose” was not strong enough to produce the expected change.
D. When the evaluator systematically conducts an intervention at different times of the day.

Answer 66

C

Question 67

In evaluation, a limitation of traditional definitions of needs assessment (according to your textbook) is that they focus only on needs and lack any attention to assets?
A. True
B. False

Answer 67

True

Question 68

The assumption that all people within a particular subgroup are similar to each other in terms of their other background characteristics, or similar enough where differences are not identified.

Answer 68

Myth of homogeneity

Question 69

Which of the following is(are) needed to infer causality?
A. X precedes Y
B. X is related to Y
C. Confounding variables can be ruled out as causes
D. All of the above are required.

Answer 69

D

Question 70

When an extraneous variable systematically varies with the independent variable and influences the dependent variable, it is called:
 A. Another dependent variable
 B. A confounding variable
  C. A moderating variable
 D. An unreliable variable

Answer 70

B

Question 71

Data analysis tends to be an ongoing and iterative (nonlinear) process in qualitative research.

The cyclical process of collecting and analyzing data during a single research study).

Answer 71

Interim analysis

Question 72

the difference between the sample and the population.

Answer 72

Sampling error

Question 73

A major characteristic of experimental and quasi-experimental designs is an independent variable that can be manipulated.
A. True
B. False

Answer 73

True

Question 74

Used in telephone surveys; computer generates a random list of phone numbers.

Answer 74

Random - digit dialing

Question 75

If an evaluation is focused on addressing human rights, with what paradigm is it most closely aligned?
 A. Postpositivist
  B. Transformative
 C. Constructivist
 D. Pragmatic

Answer 75

B

Question 76

Take every nth name off a list. Suppose you have 1,000 names on the list and you need a 10% sample. You pick a random number between 1 and 10, start there, and then take every 10th name on the list.

Answer 76

Systematic sampling

Question 77

Which of the following is NOT a purpose for an evaluation?
A. To identify needed inputs, barriers, and facilitators to program development or implementation.
B. To determine inequities on the basis of gender, race, ethnicity, disability, and other relevant dimensions of diversity.
C. To determine how a program can be made to look positive despite its lack of impact/effect.
D. To demonstrate that accountability requirements are fulfilled.

Answer 77

C

Question 78

If there are different groups (strata) that you want to be sure to include, then you can divide the population into subgroups first and then randomly sample from the subgroups.

Answer 78

Stratified sampling

Question 79

What are some designs used by the methods branch to determine the effectiveness of an intervention?
  A. Experimental, quasi-experimental, single-group, and survey
 B. Narrative, phenomenological, ethnographic, and case study
 C. Dialectical, transformative, and case study
 D. Gender, race, and class analysis

Answer 79

A

Question 80

Use with naturally occurring groups (e.g., classrooms, school districts, city blocks). Units are randomly selected from full list of possible sites. Then you can collect data from the members in the randomly selected unit.

Answer 80

Cluster sampling

Question 81

Which of the following is legitimately considered (according to your textbook authors) a type of evaluation?
A. Organizational assessment
B. Participatory evaluation
C. Cost analysis/assessment
D. All of the above are considered legitimate

Answer 81

D

Question 82

Use a combination of sampling strategies over the course of the study (e.g., start with cluster sampling, then use simple random sampling within clusters).

Answer 82

Multistage sampling

Question 83

Cost Analysis is defined as an evaluation’s determination of whether a program’s effect was worth its cost.
A. True
B. False

Answer 83

A

Question 84

Pilot testing data collection instruments is not very important.
A. True
B. False

Answer 84

A

Question 85

Choose unusual or special individuals (e.g., highly successful or unsuccessful school principals).

Answer 85

Extreme or deviant sampling

Question 86

Identify instances where the phenomenon of interest is strongly represented. Look for rich cases that are not necessarily extreme.

Answer 86

Intensity sampling

Question 87

What are some examples of qualitative data collection options as listed by your textbook authors?
A. Observations, interviews, review of artifacts, and focus groups
B. Performance assessments and structured observations
C. Interviews, surveys with random samples, and norm-referenced tests
D. Structured observations, criterion-referenced tests, and portfolios

Answer 87

A

Question 88

What are some forms of evidence used to support validity/credibility in qualitative data collection?
 A. Peer debriefing
 B. Member checks
 C. Persistent observations
  D. All of the above

Answer 88

D

Question 89

Choose individuals that represent maximum variation of the phenomenon (e.g., teachers in isolated rural, suburban, and inner-city areas).

Answer 89

Maximum variation sampling

Question 90

Identify strongly homogeneous cases; find individuals who share relevant characteristics and experiences.

Answer 90

Homogeneous sampling

Question 91

What is universal design as discussed by the textbook authors?
A. A way to simplify life for everyone by making products, communications, and the built environment more useable by as many people as possible.
B. A technique for making tests more accessible to disabled people.
C. Use of multiple languages in a data collection instrument
D. All of the above.

Answer 91

A

Question 92

In most cases, use homogeneous groups (e.g., if service providers and participants are included in the same focus group, this might yield biased results).

Answer 92

Focus group sampling

Question 93

This is the opposite of the extreme or deviant sampling strategy; you want to identify the typical or average

Answer 93

Typical case sampling

Question 94

What is INTRArater reliability?
A. It is used to determine whether a single rater or observer is consistent over time.
B. It compares the data of two raters or observers to see whether they are rating the same behavior consistently.
C. It is used to compare two kinds of data collection to see whether they are describing the same event.
D. It is used to compare when different raters are administering similar instruments

Answer 94

A

Question 95

Strategy combines the identification of strata of relevant subgroups with purposeful selection from those subgroups.

Answer 95

Stratified purposeful sampling

Question 96

Use cases that can make a point dramatically or are important for other reasons. Patton (2002b) says that the key to identifying a critical case is “If it’s true of this one case, it’s likely to be true of all other cases” (p. 243).

Answer 96

Critical case sampling

Question 97

An evaluator created a test. In order to test reliability, he had the participants take the test and he analyzed the results to examine the consistency of their responses. What is this an example of?
 A. Repeated measures reliability
 B. Intraparticipant reliability
  C. Internal-consistency reliability
 D. Multi-dimensional reliability

Answer 97

C

Question 98

Start with key informants who are then asked to recommend others you should talk with—some who agree with them and some who disagree with them.

Answer 98

Snowball or chain sampling

Question 99

Set up criteria to specify what characteristics people in the study need to have.

Answer 99

Criterion sampling

Question 100

Reliability and validity are commonly used terms to describe the quality of quantitative data collection. What does validity mean in this situation?
A. Does the instrument measure cultural competence?
B. Does the instrument (as used with the participants) really measure what it is supposed to measure?
C. Does the instrument measure what is it is supposed to measure consistently?
D. Does the instrument reliably measure what it is supposed to measure over time?

Answer 100

B

Question 101

If the evaluation is focused on a theoretical construct such as creativity, you need to describe the meaning of that construct, and then identify individuals who theoretically exemplify that construct.

Answer 101

Theory-based sampling

Question 102

In multiple regression, when we say that we control for the effects of some variable(s) we are:
A. statistically adjusting or subtracting the effects of a variable to see what a relationship would have been without it
B. actually removing a variable from a model so that it does not interact with the effects of other variables
C. changing the mediating capabilities of an endogenous variable
D. changing the mediating capabilities of an exogenous variable

Answer 102

A

Question 103

Look for cases that both confirm and disconfirm emerging hypotheses.

Answer 103

Confirming and disconfirming case sampling

Question 104

What kind of data collection is useful when you want people to discuss a particular topic?
 A. Case studies
 B. Interviews
  C. Focus groups
 D. Open-ended questionnaires

Answer 104

C

Question 105

Selection of individuals emerges as the study progresses; you do not know a priori who will need to be included.

Answer 105

Opportunistic sampling

Question 106

What are some critical issues related to data collection?
A. Language of participants
B. Literacy level of participants
C. Use of a dominant or colonizing language
D. All of the above

Answer 106

D

Question 107

Randomly choose individuals from a purposefully defined group.

Answer 107

Purposeful random sampling

Question 108

The \_\_\_\_\_\_ sampling strategy chooses unusual or special individuals (e.g., highly successful or unsuccessful school principles)?
 A. Maximum variation sampling
 B. Stratified purposeful sampling
  C. Extreme or deviant sampling
 D. Snowball or chain sampling

Answer 108

C

Question 109

Determine whether there is a political reason for including particular areas and individuals for the credibility and perceived usefulness of the study.

Answer 109

Politically important case sampling

Question 110

What is the definition of a sampling frame in your textbook (Mertens and Wilson)?
A. The target population of your study
B. List of all the people in the experimentally accessible population.
C. The people you plan to observe
D. None of the above

Answer 110

B

Question 111

Which of the following is NOT one of the 13 categories of disabilities in the Individuals with Disabilities Education Improvement Act of 2004?
 A. Emotional disturbance
 B. Speech of language impairment
 C. Visual impairment
  D. Majority-minority group membership

Answer 111

D

Question 112

The set of cases selected from the population

Answer 112

Sample

Question 113

Which of the following is a type purposeful/theoretical sampling?
 A. Simple random sampling
  B. Critical case sampling
 C. Systematic sampling
 D. Cluster sampling

Answer 113

B

Question 114

The full group to which one wants to generalize

Answer 114

Population

Question 115

Which major sampling option is more commonly used in the Values Branch?
 A. Probability-based sampling
 B. Multistage sampling
  C. Theoretical/Purposeful sampling
 D. Simple Random Sampling

Answer 115

C

Question 116

A numerical index based on sample data

Answer 116

Statistic

Question 117

What is the opposite of deviant case or extreme sampling?
  A. Typical case sampling
 B. Homogeneous sampling
 C. Critical case sampling
 D. Snowball sampling

Answer 117

A

Question 118

A numerical characteristic of a population

Answer 118

Parameter

Question 119

What kind of sampling strategy begins with a random start, includes that element, and then includes every nth name off a list?
 A. Interval sampling
  B. Systematic sampling
 C. Random digit sampling
 D. Multistage sampling

Answer 119

B

Question 120

The type of statistical analysis focused on describing, summarizing, or explaining a set of data

Answer 120

Descriptive statistics

Question 121

According to your text, the “myth of homogeneity” means assuming that all people within a particular subgroup are similar to each other in terms of their other background characteristics, or at least sufficiently similar that you do not have to focus on those differences.
A. True
B. False

Answer 121

True

Question 122

The type of statistical analysis focused on making inferences about populations based on sample data

Answer 122

Inferential statistics

Question 123

What is nested sampling?
A. You gather samples using a variety of methods.
B. You use different people from different populations
C. You have identical samples for both the quantitative and qualitative parts of the study.
D. Data are collected from a group using one method; then a subset of that group is selected to provide data using another method.

Answer 123

D

Question 124

The theoretical probability distribution of the values of a statistic that would result if you selected all possible samples of a particular size from a population

Answer 124

Sampling distribution

Question 125

Which sampling strategy uses cases that can make a point dramatically or are important for other reasons?
 A. Stratified random sampling
  B. Critical case sampling
 C. Homogeneous sampling
 D. Politically important case sampling

Answer 125

B

Question 126

The theoretical probability distribution of the means of all possible samples of a particular size selected from a population

Answer 126

Sampling distribution of the mean

Question 127

The standard deviation of a sampling distribution

Answer 127

Standard error

Question 128

A statistic that follows a known sampling distribution and is used in significance testing

Answer 128

Test statistic

Question 129

An evaluation that is allowed to evolve throughout the course of the project. Examples include participatory, qualitative, critical, hermeneutical, bottom-up, collaborative, and transdisciplinary approaches.

Answer 129

Emergent evaluation

Question 130

The branch of inferential statistics focused on obtaining estimates of the values of population parameters

Answer 130

estimation

Question 131

Use of the value of a sample statistic as one’s estimate of the value of a population parameter

Answer 131

Point estimation

Question 132

Placement of a range of numbers around a point estimate

Answer 132

Interval estimation

Question 133

Use a word or short phrase to summarize the topic found in a passage of the data.

Answer 133

Descriptive codes

Question 134

Use the exact language of the participants as a code.

Answer 134

In vivo codes

Question 135

Captures actions in the data and usually ends in “-ing.”

Answer 135

Process coding

Question 136

Labels emotions that are expressed by the participants.

Answer 136

Emotion coding

Question 137

Can reflect the values, attitudes, or beliefs expressed by participants.

Answer 137

Values coding

Question 138

A hypothesis states that there is no difference between the scores of the experimental group and the control group

Answer 138

Null hypothesis

Question 139

The hypothesis states that there will be a difference between means in the population.

Answer 139

Alternative hypothesis

Question 140

An interval estimate inferred from sample data that has a certain probability of including the true population parameter.

Answer 140

Confidence interval

Question 141

A set of data, where the rows are “cases” and the columns are “variables”

Answer 141

Data set

Question 142

The analysis guides the design of subsequent stages of a study and leads to further analysis that integrates the data from these stages.

Answer 142

Sequential integration

Question 143

Data arrangement in which the frequencies of each unique data value is shown

Answer 143

Frequency distribution

Question 144

The branch of inferential statistics focused on determining when the null hypothesis can or cannot be rejected in favor of the alternative hypothesis

Answer 144

Hypothesis testing

Question 145

Depicting frequencies and distribution of a quantitative variable

Answer 145

Histogram Graph

Question 146

The point at which one would reject the null hypothesis and accept the alternative hypothesis

Answer 146

Alpha level

Question 147

The average deviation of data values from their mean in squared units

Answer 147

Variance

Question 148

The area on a null hypothesis sampling distribution where the observed value of the statistic, if it fell in this area, would be considered a rare event

Answer 148

Critical region

Question 149

The square root of the variance

Answer 149

Standard deviation

Question 150

The likelihood of the observed value (or a more extreme value) of a statistic, if the null hypothesis were true

Answer 150

Probability value (p value)

Question 151

Conclusion that an observed finding would be very unlikely if the null hypothesis were true

Answer 151

statistically significant

Question 152

Used to determine if the difference between the means of two groups is statistically significant

Answer 152

Independent samples t test:

Question 153

Claim made when a statistically significant finding seems large enough to be important

Answer 153

Practical significance

Question 154

Methods used to gather data in an emergency response situation in order to share information in real time.

Answer 154

Rapid evaluation and assessment methods (REAM)

Question 155

An index of magnitude or strength of relationship

Answer 155

Effect size indicators

Question 156

Rejection of a true null hypothesis

Answer 156

Type 1 error

Question 157

Failure to reject a false null hypothesis

Answer 157

Type II error

Question 158

Which of the following is used for group differences evaluation questions?
A. t test for independent samples
B. Pearson product-moment coefficient of correlation
C. Mean and variance
D. Range

Answer 158

A

Question 159

What are some strategies for analyzing qualitative data?
A. Engage in continuous and ongoing data analysis
B. Reflectively reading interview transcripts and field notes to get a holistic picture of the research question.
C. Determining codes for the data that suggest emergent concepts
D. All of the above

Answer 159

D

Question 160

Who are the researchers who initiated grounded theory as a systematic method?
  A. Glaser and Strauss
 B. Campbell and Shadish
 C. Pope and Wallace
 D. Patton and Stake

Answer 160

A

Question 161

One reason that statistical analysis is useful is:
A. It helps you in coding interview transcripts
B. It helps you reduce a large amount of data into more meaningful terms such as an average
C. It is a systematic system for organizing data into relevant categories or themes.
D. It is useful for obtaining a thick description of the data

Answer 161

B

Question 162

According to your textbook, generalizability is only a concern in the interpretation of quantitative data
A. True
B. False

Answer 162

B

Question 163

According to the authors of your text, it is sometimes appropriate to involve stakeholders in the analysis phase of the evaluation.
A. True
B. False

Answer 163

A

Question 164

What are some theoretical frameworks commonly used in qualitative data analysis?
A. Postpositivism
B. Postpragmatism
C. Postmodernism
D. Feminist theory and indigenous theory

Answer 164

D

Question 165

According to your text, it is rarely if ever important for evaluators to use a particular theoretical framework lens in analyzing data.
A. True
B. False

Answer 165

B

Question 166

What factor(s) might influence whether you decide to analyze your data using software or manually?
A. The amount of time you have available to analyze your data.
B. The amount of data you have collected
C. The training and support available at your institution.
D. All of the above are factors are important to consider.

Answer 166

D

Question 167

The \_\_\_\_\_\_ sampling strategy chooses unusual or special individuals (e.g., highly successful or unsuccessful school principles)?
 A. Maximum variation sampling
 B. Stratified purposeful sampling
  C. Extreme or deviant sampling
 D. Snowball or chain sampling

Answer 167

C

Question 168

What is the definition of a sampling frame in your textbook (Mertens and Wilson)?
A. The target population of your study
B. List of all the people in the experimentally accessible population.
C. The people you plan to observe
D. None of the above

Answer 168

B

Question 169

Which of the following is NOT one of the 13 categories of disabilities in the Individuals with Disabilities Education Improvement Act of 2004?
 A. Emotional disturbance
 B. Speech of language impairment
 C. Visual impairment
  D. Majority-minority group membership

Answer 169

D

Question 170

Which of the following is a type purposeful/theoretical sampling?
 A. Simple random sampling
  B. Critical case sampling
 C. Systematic sampling
 D. Cluster sampling

Answer 170

B

Question 171

Which major sampling option is more commonly used in the Values Branch?
 A. Probability-based sampling
 B. Multistage sampling
  C. Theoretical/Purposeful sampling
 D. Simple Random Sampling

Answer 171

C

Question 172

What is the opposite of deviant case or extreme sampling?
  A. Typical case sampling
 B. Homogeneous sampling
 C. Critical case sampling
 D. Snowball sampling

Answer 172

A

Question 173

What kind of sampling strategy begins with a random start, includes that element, and then includes every nth name off a list?
 A. Interval sampling
  B. Systematic sampling
 C. Random digit sampling
 D. Multistage sampling

Answer 173

B

Question 174

According to your text, the “myth of homogeneity” means assuming that all people within a particular subgroup are similar to each other in terms of their other background characteristics, or at least sufficiently similar that you do not have to focus on those differences.
A. True
B. False

Answer 174

A

Question 175

What is nested sampling?
A. You gather samples using a variety of methods.
B. You use different people from different populations
C. You have identical samples for both the quantitative and qualitative parts of the study.
D. Data are collected from a group using one method; then a subset of that group is selected to provide data using another method.

Answer 175

D

Question 176

Which sampling strategy uses cases that can make a point dramatically or are important for other reasons?
 A. Stratified random sampling
  B. Critical case sampling
 C. Homogeneous sampling
 D. Politically important case sampling

Answer 176

D