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Construct validity - feedback

Construct validity - feedback. An author’s responses to your criticisms!. Purpose. Feedback and learning This is one way of increasing understanding… Critiques and the peer review process Peer review can be pleasant or nasty, but you usually learn something Levels of mastery

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Construct validity - feedback

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  1. Construct validity - feedback An author’s responses to your criticisms!

  2. Purpose • Feedback and learning • This is one way of increasing understanding… • Critiques and the peer review process • Peer review can be pleasant or nasty, but you usually learn something • Levels of mastery • See handout posted on web

  3. A. What the study intends to measure • This first part is about identifying the correct target… • Any criticisms you mentioned that are not about the constructs are a matter of external or internal validity

  4. A. i. the relationship of interest • The relationship between feedback type, children’s ability rating, and age • In essence increased age is supposed to reverse the relationship between feedback type and ability rating

  5. A. ii. The dependent measure(s) • Ability rating

  6. A. iii. The independent measure(s) • Age, feedback type

  7. B. i. Operationalizations - DV • Ability rating: • Watch a video of others performing • Extract answers via either one-to-one verbal or small groups filling in individual surveys • Rate ability via semantic differential scale of 1-5: • Not good at all…very good (at hitting the softball)

  8. B. ii. Operationalizations - IV • Age: • selected people from within two age groups (7-10, 12-15) [no means or SDs given] • Feedback type • Manipulated by different comments on a video • E.g. criticism: “come on, that wasn’t even close”; neutral: “you missed”

  9. C. Critique (at last!) • Ability rating concerns (your comments) • The kid’s ability to understand the rating system • Response will capture effort, not just ability • Test in other sports • Unclear scale/”leading the participant” • Only measured in one way (mono-method bias) • Only used softball to generalize to other sports • Occurred in groups – interaction of testing and treatment, or social effects • Possibility of copying each other

  10. C. Critique (at last!) • Age concerns (your comments) • Older kids’ ability levels are higher, so differences might exist in what they rate as good/not good compared to younger kids • (I didn’t see anyone mention the similarity in age of the 2 groups, but this could clearly be mentioned)

  11. C. Critique (at last!) • Feedback type concerns (your comments) • Neutral feedback confusing • Isn’t “you missed” still negative? • Body language/tone of voice of person giving feedback • Group size a social concern

  12. C. Critique (at last!) • Other concerns (your comments) • Sample size • Control groups • Age used in three different ways • Only females, generalized to young children • Only used softball…generalized to all sports • Watching a video of one performance – don’t know prolonged effect of evaluation, nor firsthand evaluation • Influence of evaluator reading responses • Break groups up so that each only hears one comment type from the coach

  13. My summary • Many of the real concerns with this study are about whether we were looking using the right settings and contexts, and so were external concerns • Clearly, several of your concerns were well spotted…my rating is we’re on the right track, but need more practice of the last step (D)

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