Chapter 6. Methods of Measuring Behavior Pearson Prentice Hall, Salkind. 1

Transcription

1 Chapter 6 Methods of Measuring Behavior 2009 Pearson Prentice Hall, Salkind. 1

2 CHAPTER OVERVIEW Tests and Their Development Types of Tests Observational Techniques Questionnaires 2009 Pearson Prentice Hall, Salkind. 2

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 Pearson Prentice Hall, Salkind. 3

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 Pearson Prentice Hall, Salkind. 4

5 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 2009 Pearson Prentice Hall, Salkind. 5

6 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 2009 Pearson Prentice Hall, Salkind. 6

7 TYPES OF TESTS What It Does Achievement Test Attitude Test Personality Test Assesses an individual s knowledge of a specific area Assesses an individual s feelings about an issue Assesses stable individual behavior patterns 2009 Pearson Prentice Hall, Salkind. 7

8 ACHIEVEMENT TEST SOURCES Standardized Commercially prepared for wide use Scoring instructions included Researcher-made Designed by user for specific purpose Scoring instructions specific to test 2009 Pearson Prentice Hall, Salkind. 8

9 ACHIEVEMENT TESTS REFERENCING What 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 2009 Pearson Prentice Hall, Salkind. 9

10 MULTIPLE-CHOICE ACHIEVEMENT ITEMS Anatomy of a Multiple-Choice Item 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) 2009 Pearson Prentice Hall, Salkind. 10

11 TO USE OR NOT TO USE? 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 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 2009 Pearson Prentice Hall, Salkind. 11

12 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 2009 Pearson Prentice Hall, Salkind. 12

13 ATTITUDE TESTS Assess an Individual s Feelings About a Topic Item Agree No Strong Feeling Disagree The day before Thanksgiving should be a holiday. Final exams should be elective. The dining room should serve gourmet food. My parents don t appreciate how smart I am. My professors don t appreciate how smart I am, either Pearson Prentice Hall, Salkind. 13

14 THURSTONE SCALES Method 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 2009 Pearson Prentice Hall, Salkind. 14

15 THURSTONE SCALES Administration 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 2009 Pearson Prentice Hall, Salkind. 15

16 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 2009 Pearson Prentice Hall, Salkind. 16

17 A LIKERT SCALE Directions: Indicate to what extent you agree or disagree with the statements listed below by circling one of the following: SA means that you strongly agree with the statement (value = 5) A means that you agree with the statement (value = 4) U means that you are undecided about the statement (value = 3) D means that you disagree with the statement (value = 2) SD means that you strongly disagree with the statement (value = 1) Item Government has no business funding child care programs. Child care should be supported by federal, state, and local tax dollars. Rating SD D U A SA SD D U A SA 2009 Pearson Prentice Hall, Salkind. 17

18 SCORING LIKERT RESPONSES Method of Summated Ratings Item Government has no business funding child care programs. Child care should be supported by federal, state, and local tax dollars. Rating SD D U A SA SD D U A SA Items are weighted Weights of unfavorable items are reversed Average score is computed 2009 Pearson Prentice Hall, Salkind. 18

19 PERSONALITY TESTS Projective tests Present respondent with ambiguous stimulus Structured tests Questions are objective 2009 Pearson Prentice Hall, Salkind. 19

20 OBSERVATIONAL TECHNIQUES Researcher observes and records Does not interfere with behavior 2009 Pearson Prentice Hall, Salkind. 20

21 TECHNIQUES FOR RECORDING BEHAVIOR Technique How it Works Example Duration recording Frequency recording Interval recording Continuous recording The researcher records the length of time that a behavior occurs. The researcher records the number of times a behavior occurs. The researcher observes a subject for a fixed amount of time. The researcher records everything that happens. How much time is spent in verbal interaction between two children? How often are questions asked? Within a 60-second period, how many times do members of the group talk to another person? During a 1-hour period, all the behavior of a 6-yearold boy is recorded Pearson Prentice Hall, Salkind. 21

22 OBSERVATIONAL TECHNIQUES? BE CAREFUL! Pitfalls to Avoid Observer effects Observer bias Fatigue Changing definitions 2009 Pearson Prentice Hall, Salkind. 22

23 QUESTIONNAIRES What they are Paper and pencil tests with structured questions Self-administered 2009 Pearson Prentice Hall, Salkind. 23

24 QUESTIONNAIRES Advantages Can be mailed out 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 2009 Pearson Prentice Hall, Salkind. 24

25 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 2009 Pearson Prentice Hall, Salkind. 25

26 THE QUESTIONS The questionnaire contains questions that can be answered The questionnaire contains questions that are straightforward 2009 Pearson Prentice Hall, Salkind. 26

27 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 2009 Pearson Prentice Hall, Salkind. 27

28 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 2009 Pearson Prentice Hall, Salkind. 28

29 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? 2009 Pearson Prentice Hall, Salkind. 29