Measuring  values and attitudes- Assessment 2
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Measuring values and attitudes- Assessment 2

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Measuring  values and attitudes- Assessment 2 Measuring values and attitudes- Assessment 2 Presentation Transcript

  • Measuring ATTITUDES & VALUES 09/01/2011 Measuring Attitudes and Values Janice Cabatic Loreto Morales Mechille Lacuesta Jhonalyn Peralta
    • Attitude as a state of mind or feeling with regard to some matter, a disposition.
    • Evaluation of
    • Like or dislike of
    Attitudes 09/01/2011 Measuring Attitudes and Values
  • Three components of an attitude: The emotional or feeling segment of an attitude The opinion or belief segment of an attitude An intention to behave in a certain way toward someone or something 09/01/2011 Measuring Attitudes and Values The ABC's of attitudes. Does each attitude have one or more of following components?: A: Affective (liking, feeling for) B: Behavioral (how you behave toward object in question) C: Cognition (your beliefs/thoughts about object in question)
  • Values
    • derived from the Latin term “valere” which means “to measure the worth of something”
    • influence your behavior and priorities.
    • Strong values are what you put first,defend most.
    • These are abstract concepts of what is important and worthwhile .
    09/01/2011 Measuring Attitudes and Values
    • Value System
    • is a hierarchy based on a ranking of an individual values in terms of one’s intensity.
    • Terminal Values
      • Are the end-state we hope to achieve in life.
    • Instrumental Values
      • means of achieving these terminal values
    Classifying Values – Rokeach Value Survey 09/01/2011 Measuring Attitudes and Values
  • Values in the Rokeach Survey 09/01/2011 Measuring Attitudes and Values
    • Genetically determine
    • Environmental Influences
    • Observation
    Sources of our value system and attitudes 09/01/2011 Measuring Attitudes and Values
  • 09/01/2011 Measuring Attitudes and Values General Criteria/Guidelines in Writing Attitudinal Items
    • Be relevant
    Of the ten optional online practice quizzes, how many did you complete? 0 1-2 3-5 6-7 8-9 10 Completing the online practice quizzes helped me learn the material in this course. Strongly Disagree Disagree Agree Strongly Agree How satisfied were you with the online quizzes? Extremely Dissatisfied Somewhat Dissatisfied Somewhat Satisfied Extremely Satisfied
  • 09/01/2011 Measuring Attitudes and Values General Criteria/Guidelines in Writing Attitudinal Items
    • Be specific
    • The in-class activities in this class facilitate active learning.
    • vs
    • The in-class activities (e.g., illusory correlation demonstration, eye-witness testimony activity) help keep me engaged in class.
    • How many times did you visit CLUE?
    • vs
    • How many times did you visit the Center for Learning and Undergraduate Enrichment (CLUE) -- evening tutoring in Mary Gates Hall?
  • 09/01/2011 Measuring Attitudes and Values General Criteria/Guidelines in Writing Attitudinal Items
    • Avoid statements that refer to the past
    • Avoid statements that are factual
    • Use simple language
    • Make the statements short
    • Statements containing universals such as all, always, none, and never often introduce ambiguity and should be avoided.
  • 09/01/2011 Measuring Attitudes and Values General Criteria/Guidelines in Writing Attitudinal Items
    • Words such as only, just, merely , and others of similar nature should be used with care and moderation
    • Avoid bias
    • Avoid the use of double negatives.
      • Not doing well in Math has no importance to my future.
  • 09/01/2011 Measuring Attitudes and Values General Criteria/Guidelines in Writing Attitudinal Items
    • Avoid double-barreled questions
    • My principal and my superintendent support my efforts at innovative teaching.
    • The teachers in this course were helpful and
    • responsive.
    • Rate the performance of the teachers on the following dimensions:
    • Helping you understand the lessons well.
    • Responding to inquires about your grade.
  • 09/01/2011 Measuring Attitudes and Values General Criteria/Guidelines in Writing Attitudinal Items
    • Use appropriate scales.
    TYPICAL SCALES Agreement Strongly Disagree Disagree Neutral Agree Strongly Agree Satisfaction Extremely Dissatisfied Dissatisfied Somewhat Dissatisfied Satisfied Extremely Satisfied Evaluation Poor Fair Good Excellent Very Unfair Unfair Fair Not at all important Not too important Somewhat Important Knowledge Not at all familiar Not too familiar Somewhat familiar
  • 09/01/2011 Measuring Attitudes and Values General Criteria/Guidelines in Writing Attitudinal Items
    • Be relevant.
    • Be specific.
    • Avoid statements that refer to the past
    • Avoid statements that are factual
    • Use simple language
    • Make the statements short.
    • Statements containing universals such as all, always, none, and never often introduce ambiguity and should be avoided.
    • Words such as only, just, merely , and others of similar nature should be used with care and moderation
    • Use appropriate scales.
    • Avoid bias.
    • Avoid the use of double negatives.
    • Avoid double-barreled questions
  • 09/01/2011 Measuring Attitudes and Values Steps in Developing an Attitude Test Step 1: Define the Construct Define the attitude (or construct) that you wish to measure. Examples of attitudes are ; attitudes toward racial integration, attitudes toward women bosses, attitudes toward smoking, attitudes toward water conservation and so forth
  • 09/01/2011 Measuring Attitudes and Values Steps in Developing an Attitude Test Step 2: Breakdown the Construct Usually an attitude (or construct) needs to broken down into a number of categories. . For example , racial attitudes can be broken down into: marriage, social interaction, cultural heritage, workplace and so forth.
  • 09/01/2011 Measuring Attitudes and Values Steps in Developing an Attitude Test Step 3: Brainstorm Discuss and come up with a list of about 8-10 statements for each category of the attitude. Develop an equal number of positive and negative statements about each category of the attitude object.
  • 09/01/2011 Measuring Attitudes and Values Steps in Developing an Attitude Test Step 4: Rating the Items Next is to have a group of judges or panel of experts, rate each statement on a 5 point rating scale to ensure content validity (or face validity). . For example, is the statement: I would be or have been in a romantic relationship with a person of another race; describing a racial attitude.                                  1 = strongly does not describe the attitude   2 = somewhat describes the attitude 3 = undecided 4 = somewhat describes the attitude   5 = strongly describes the attitude 
  • 09/01/2011 Measuring Attitudes and Values Steps in Developing an Attitude Test Step 5: Scale Decide on an appropriate scale such as the following which has five possible responses: 1 = strongly disagree 2 = somewhat agree 3 = undecided 4 = somewhat agree and 5 = strongly agree
  • 09/01/2011 Measuring Attitudes and Values Steps in Developing an Attitude Test Step 6: Pilot-Testing Administer the attitude scale to a group of subjects and score the instrument .  
  • Value Cluster
    • The values are broad and rich. As a result each value is in essence a values ‘cluster’ that has a range of values ideas and concepts within it.
    • Each one represents a cluster of values. Different value clusters with different specific category.
    09/01/2011 Measuring Attitudes and Values
  • Measuring Attitudes and Values 09/01/2011 Value Cluster Cluster 1 Social Responsibility Cluster 2 Mastery Cluster 3 Self- development Cluster 4 Relationship Cluster 5 Continuity Cluster 6 Lifestyle
    • Fairness
    • Honesty
    • Tolerance
    • Courageous
    • Integrity
    • Forgiveness
    • Peace
    • Environment
    • Competence
    • Achievement
    • Advancement
    • Intellectual Status
    • Recognition
    • Authority
    • Power
    • Competition
    • Challenge
    • Self-Acceptance
    • Knowledge
    • Adventure
    • Creativity
    • Personal Growth
    • Inner Harmony
    • Spritual Growth
    • Belonging
    • Diplomacy
    • Teamwork
    • Helping
    • Communication
    • Friendship
    • Consensus
    • Respectfully
    • Tradition
    • Security
    • Stability
    • Neatness
    • Self-control
    • Perseverance
    • Rationality
    • Health
    • Pleasure
    • Play
    • Prosperity
    • Family
    • Appearance
    • Intimacy
    • Aesthetic
    • community
  • Everyone deserves the right to an education.
  • Gaining an education is important.
  • Being educated means you have knowledge and understanding about the world.
  • Every week day morning I jump out of bed and think: “Yippee! School again!”
  • I'm sad when it is the end of the school day.
  • On Friday afternoons I feel miserable because there is no school for two days.
  • Measuring Attitudes and Values 09/01/2011