edu 8603 day 6. what do the following numbers mean? 85 92 45 90 95 68 97 75 88 85
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EDU 8603 Day 6
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What do the following numbers mean?85 92 45 90 95 68 97 75 88 85
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Educational MeasurementMeasurement: assignment of numbers to
differentiate values of a variablePurpose of measurement for research
Provide a standard format for recording observations, performances, or other responses of subjects and summarizing results
GOOD RESEARCH MUST HAVE SOUND MEASUREMENT!!
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Descriptive StatisticsStatistics: procedures that summarize and
analyze quantitative dataDescriptive statistics: statistical procedures
that summarize a set of numbers in terms of central tendency or variation
Important for understanding what the data tells the researcher
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Descriptive StatisticsStatistics: procedures that summarize and
analyze quantitative dataDescriptive statistics
Statistical procedures that summarize a set of numbers in terms of central tendency or variation
Foundational for inferential statisticsImportant for understanding what the data
tells the researcher
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Measures of central tendencyMean (µ)MedianMode
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Thought QuestionConsider the following scores on a test
Marco 90 Adriane 85 Adriane 85 Linda 75 Christy 99Chantelle 88 Jay 45 Remi 68 Marcus
97Chi Bo 92 Donnie 85
Which measure of central tendency would Adriane use when telling her parents about her performance?
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Thought QuestionIf Jay scored an 85 instead of a 45, what
changes?
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Descriptive StatisticsFrequency distributions (see Figure 6.2)
Normal - scores equally distributed around middle
Positively skewed - large number of low scores and a small number of high scores; mean being pulled to the positive
Negatively skewed - large number of high scores and a small number of low scores; mean being pulled to the negative
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Normal Distribution
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An Extreme ExampleConsider the salaries of 10 peopleGroup A – All are teachers.
Salaries: $45,000 $45,000 $45,000$50,000 $50,000 $50,000$50,000 $55,000 $55,000$55,000
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An Extreme ExampleConsider the salaries of 10 peopleGroup B – All are teachers; 1 won the lottery.
Salaries: $45,000 $45,000 $45,000$50,000 $50,000 $50,000$50,000 $55,000 $55,000$6,300,000
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An Extreme ExampleWhat happens to the mean and median in
these 2 examples? Does it change? What happens to the normal distribution?
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Positive Skew
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Negative Skew
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Descriptive StatisticsVariability
How different are the scores?Types
Range: the difference between the highest and lowest scores
Standard deviation The average distance of the scores from the mean The relationship to the normal distribution
±1 SD = 68% of all scores in a distribution ±2 SD = 95% of all scores in a distribution
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Variability
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Standard Deviation
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VariabilityWhy does variability matter?
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Descriptive StatisticsRelationship
How two sets of scores relate to one another
Correlation (positive)Low .10 - .39Moderate .40 - .69High > .70
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Example of Correlation
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Validity and Reliability
What’s all the fuss about?
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Validity/Reliability and TrustworthinessWhy do we need validity and reliability
in quantitative studies and “trustworthiness” in qualitative studies?
We can’t trust the results if we can’t trust the
methods!
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Thought QuestionOn the ACT and SAT assessments, there is a
definitive script that test administrators are required to follow exactly. What measurement issue are the test makers addressing?
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Reliability of MeasurementReliability - The extent to which measures are
free from error
Error is measured by consistency
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Reliability of MeasurementSources of error
Test construction and administrationAmbiguous questions, confusing
directions, changes in scoring, interrupted testing, etc.
Subject’s characteristicsTest anxiety, lack of motivation, fatigue,
guessing, etc.
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Reliability of MeasurementReliability
Measurement0.00 indicates no reliability or
consistency1.00 indicates total reliability or
consistency< .60 = weak reliability> .80 = sufficient reliability
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Reliability of MeasurementTypes of reliability evidence
Stability (i.e. test-retest) Testing the same subject using the same test on
two occasions Limitation - carryover effects from the first to
second administration of the testEquivalence (i.e. parallel form)
Testing the same subject with two parallel (i.e. equal) forms of the same test taken at the same time
Limitation - difficulty in creating parallel forms
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Reliability of MeasurementEquivalence and stability
Testing the same subject with two forms of the same test taken at different times
Limitation - difficulty in creating parallel forms
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Reliability of MeasurementInternal consistency
Testing the same subject with one test and “artificially” splitting the test into two halves
Limitations - must have a minimum of ten (10) questions
Often see “Chronbach’s alpha” for reliability coefficient (ex – Learning styles)
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Reliability of MeasurementAgreement/ Inter-rater reliability
Observational measuresMultiple observers coding similarly
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Reliability of MeasurementEnhancing reliability
Standardized administration procedures (e.g. directions, conditions, etc.)
Appropriate reading levelReasonable length of the testing periodCounterbalancing the order of testing if
several tests are being given
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Validity of MeasurementValidity: the extent to which inferences are
appropriate, meaningful, and usefulCurrent example – content tests and teacher
licensure
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Validity of MeasurementFor research results to have any
value, validity of the measurement of a variable must existUse of established and “new” instruments
and the implications for establishing validity
Importance of establishing validity prior to data collection (e.g. pilot tests)
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ValidityContentPredictive (criterion-related)ConcurrentConstruct
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Thought QuestionCriticisms of standardized tests like the SAT
claim that they discriminate against particular groups of students (especially minorities) and do not represent a broad enough domain of knowledge to adequately assess a student’s academic potential. What issue of validity is operating in these arguments?
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Thought QuestionOther arguments against the SAT state that the
tests do not adequately estimate an individual’s ability to succeed in college. What issue of validity is operating here?
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Reader’s Digest version…Reliability
The extent to which scores are free from errorError is measured by consistency
ValidityThe extent to which inferences are
appropriate, meaningful, and useful“Does the instrument measure what it is
supposed to measure??”
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Reliability & Validity of MeasurementWhat is the relationship of reliability to
validity? If a watch consistently gives the time at 1:10
when actually it is 1:00, it is ____ but not ____.______ is necessary but not sufficient condition
for _______. To be _____ , an instrument must be ______, but
a ____ instrument is not necessarily _____.
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Midterm3 parts
Multiple Choice (50%) – terms and application
Short Answer (25%) – applicationEssay (25%) – evaluate a research article.
This part is take home.
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Take Home Portion of ExamSchlosser Article Based on topics we have discussed in class and you
have read about, critique the article based on the following:
Introduction and research problem, including the researcher’s background and involvement
Review of literature/ theoretical frameworkMethods of data collection (including participants)
and data analysisResults and conclusions including issues of
trustworthiness. Be sure to address whether we should trust the claims that the authors have made and why we should or should not trust the claims.