1 / 37

Chapter 6

Chapter 6. Methods of Measuring Behavior. CHAPTER OVERVIEW. Tests and Their Development Types of Tests Observational Techniques Questionnaires. SOME IMPORTANT FIRST CONSIDERATIONS. Is the tool you propose to use reliable and valid?

brody
Download Presentation

Chapter 6

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Chapter 6 Methods of Measuring Behavior

  2. CHAPTER OVERVIEW • Tests and Their Development • Types of Tests • Observational Techniques • Questionnaires

  3. SOME IMPORTANT FIRST CONSIDERATIONS • Is the tool you propose to use reliable and valid? • Base your choice of research tools on how you have asked the research question.

  4. CHAPTER OBJECTIVES - STUDENTS SHOULD BE ABLE TO: • List five reasons why tests are useful. • Discuss the various types of tests and how they are used. • Conduct an item analysis identifying the discrimination and difficulty indices for each item in a test. • Explain the difference between the discrimination index and the difficulty index. • List the various techniques used to record behavior. • Write questions using a Thurstone scale and a Likert scale. • List the factors to consider in order to make questionnaires successful.

  5. TESTS AND THEIR DEVELOPMENT

  6. TESTS AND THEIR DEVELOPMENT • A test should measure the nature and extent of individual differences • A good test differentiates people based on their true scores

  7. WHY USE TESTS? • To help determine outcomes of experiments • To diagnose strengths and weaknesses • To assist in placing individuals in appropriate programs • To assist in selecting applicants • To evaluate a program’s effectiveness

  8. TYPES OF TESTS

  9. TYPES OF TESTS

  10. ACHIEVEMENT TEST SOURCES • Standardized • Commercially prepared for wide use • Scoring instructions included • Researcher/Teacher-made • Designed by user for specific purpose • Scoring instructions specific to test

  11. ACHIEVEMENT TESTS REFERENCINGWhat Comparisons Do Tests Make? • Norm-referenced—individual’s scores are compared to results from a larger group • Criterion-referenced—individual’s scores are compared to defined performance standards

  12. 12. Intelligence tests that are given to preschool children a. favor middle-class children b. have questionable construct validity c. are based on motor skills d. are no fun at all STEM Clearly written CORRECT ANSWER DISTRACTERS Should be plausible (b & c), not easily ruled out (d) MULTIPLE-CHOICE ACHIEVEMENT ITEMSAnatomy of a Multiple-Choice Item

  13. TO USE OR NOT TO USE? • Disadvantages • Limit student’s options • No opportunity to practice writing • Some people don’t do well on them • Limits content to be assessed • Items must be well written • Advantages • Versatile • Easy to score • Simple to take • Poor writers not penalized • Good items used again • Good distracters are diagnostic • Hard to fake correct answer

  14. ITEM ANALYSIS: HOW TO TELL IF YOUR ITEMS WORK • Questions should discriminate those who know the material from those who don’t • Item analysis provides two measures of a question’s ability to discriminate • Difficulty index • Discrimination index

  15. COMPUTING INDICES First Steps • Rank scores from highest to lowest • Choose top 27% of scores for “high” group • Choose bottom 27% of scores for “low” group

  16. COMPUTING INDICES

  17. COMPUTING INDICES Discrimination index • Proportion in high group who answered correctly minus proportion in low group who answered correctly • D = NCh - NCl (.5)T Difficulty index • Proportion who answered item correctly • D = NCh + NCl T

  18. +1.00 0 Discrimination Level 50% 0% 100% -1.00 Difficulty Level RELATIONSHIP BETWEEN ITEM DISCRIMINATION AND DIFFICULTY Perfect discrimination when: ½ gets item right, ½ gets item wrong & ½ right is in upper half, ½ wrong is in lower half

  19. ATTITUDE TESTSAssess an Individual’s Feelings About a Topic

  20. THURSTONE SCALESMethod of Equal Appearing Intervals • Statements are written indicating an attitude toward a topic • Judges rank the statements from least favorable to most favorable • Statements receiving consistent ratings are given the average score • A set of statements is selected that covers the entire range of attitudes

  21. THURSTONE SCALESAdministration • Respondents check items with which they agree • Well-formed attitudes are indicated by consistently checking either high or low items • Poorly-formed or inconsistent attitudes are indicated by inconsistent patterns or by checking off many neutral items

  22. LIKERT SCALES • Statements are written indicating an attitude toward a topic • Items with clearly positive or negative attitudes are selected • Statements are listed with a space for respondent to indicate degree of agreement

  23. A LIKERT SCALE

  24. SCORING LIKERT RESPONSESMethod of Summated Ratings • Items are weighted • Weights of unfavorable items are reversed • Average score is computed

  25. PERSONALITY TESTS • Projective tests • Present respondent with ambiguous stimulus • Structured tests • Questions are objective

  26. OBSERVATIONAL TECHNIQUES

  27. OBSERVATIONAL TECHNIQUES • Researcher observes and records • Does not interfere with behavior

  28. TECHNIQUES FOR RECORDING BEHAVIOR

  29. OBSERVATIONAL TECHNIQUES? BE CAREFUL!Pitfalls to Avoid • Observer effects • Observer bias • Fatigue • Changing definitions

  30. QUESTIONNAIRES

  31. QUESTIONNAIRES • What they are • Paper and pencil tests with structured questions • Self-administered

  32. QUESTIONNAIRES • Advantages • Can be mailed out • Can be done online • (www.surveymonkey.com, www.zoomerang.com and www.surveygizmo.com among others) • Survey broad geographic area • Cheaper than one-on-one interview • Respondents may be more honest • Data easy to share with other researchers • Disadvantage • Low return rate

  33. BASIC ASSUMPTIONS OF A QUESTIONNAIRE • Does not make unreasonable demands upon the respondent • Does not have a hidden purpose • Requests information that respondents presumably have • Contains interesting questions • Does not request information that could be obtained by other means

  34. THE QUESTIONS • The questionnaire contains questions that can be answered • The questionnaire contains questions that are straightforward

  35. THE FORMAT • The presentation is attractive, professional, and easy to understand • Questions and pages are clearly numbered • Directions are clear and explicit • Questions are objective • Questions are ordered sensibly • Transitions are used from one topic to the next • Examples are given when necessary

  36. THE IMPORTANCE OF USING A COVER LETTER • Informs the recipient about the research • Establishes the importance of the research • Makes the recipient a part of the research

  37. HAVE WE MET OUR OBJECTIVES? CAN YOU: • List five reasons why tests are useful? • Discuss the various types of tests and how they are used? • Conduct an item analysis identifying the discrimination and difficulty indices for each item in a test? • Explain the difference between the discrimination index and the difficulty index? • List the various techniques used to record behavior? • Write questions using a Thurstone scale and a Likert scale? • List the factors to consider in order to make questionnaires successful?

More Related