Construction of non cognitive instruments, Tools Construction or Guidelines To Prepare a Tool for Research

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Preparation of Tool, Tool Construction for Non-Cognitive Domain , Dos and Don'ts of Constructing a tool, Tool Constructing Guidelines

Education

Non-Cognitive
Dr.AMJ Leo, SXCE @ MSU on 04.10.20162

1.0 Measurement
Dr.AMJ Leo,SXCE @ MSU on 04.10.20163
MeasureError
Construct

1.1 Conceptualization (What)
Dr.AMJ Leo, SXCE @ MSU on 04.10.20164
 What it is? & you want to measure?
 How should we construct that we aim to capture?
a) Difficult to Define
b) Ethical Issue

1.1.1 Origin
Dr.AMJ Leo, SXCE @ MSU on 04.10.20165
 Theory/Application ofTheories
 Manifest and Latent Constructs
 Domains/Dimensions

1.2 Operationalization (How?)
Dr.AMJ Leo, SXCE @ MSU on 04.10.20166
 Instruments
 Protocols and Research Personal
 Proxies and indicators
 Scales and Indexes

1.3 Instruments
Dr.AMJ Leo, SXCE @ MSU on 04.10.20167
Scale
Test
Inventory

1.4 Crafting a Questionnaire
Dr.AMJ Leo, SXCE @ MSU on 04.10.20168
Simple specified words
Few words as possible
Complete sentence
Avoid vague quantifiers
Avoid specificity exceeds to say
accurate readymade answer
Use symmetrical set of response
categories
Neutral response option at the
end
Both sides of attitude in the stem
Mutually exclusive Response
Categories
•Technique to improve recall
•Appropriate line reference
•Technically accurate
•Avoid double negatives
•Avoid double-barreled questions
•Avoid asking unnecessary
calculations
•Think like a respondent, not like
a Researcher
• Include Check Point Items
•Scale : Likert,Thurston

1.5 Format of a Questionnaire
Dr.AMJ Leo, SXCE @ MSU on 04.10.20169
 Attractive
 Instructions
 Organization of items
 Comfortable & Important Beginning
 Length ( Each Page reduces 0.5% responses)

1.6 Pre-survey
Dr.AMJ Leo, SXCE @ MSU on 04.10.201610
 Opinion of Experts ( Item Inclusion and Exclusion)
 William Belson’s (Walter,Pg.426)
 StatisticalTechniques : ItemValidity ( Correlation,Chi-square)

1.7 Validity
Dr.AMJ Leo, SXCE @ MSU on 04.10.201611
 FaceValidity
 ContentValidity
 CriterionValidity/PredictiveValidity
 ConcurrentValidity
 SemanticValidity

1.8 Reliability
Dr.AMJ Leo, SXCE @ MSU on 04.10.201612
 Test-retest reliability
 Reliability within a scale

Beg
Borrow
Take
Dr.AMJ Leo, SXCE @ MSU on 04.10.201613

Clarifications………
Dr.AMJ Leo, SXCE @ MSU on 04.10.201614

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Running head: EDUCATIONAL RESEARCH 1 EDUCATIONAL RESEARCH 2 Translating Educational Research into Practice Problem For a long time, education research has not been able to impact classroom instructional practices and educational policies. Educational based researchers argue that their primary work is to research the various aspects of learning and teaching to then present their findings at various conferences and publishing them in different educational journals. Their busy schedule does not allow them to train practitioners (Powney & Watts, 2018). On the other hand, practitioners are busy concentrating on there, and they do not have time to review new literature. This brings up the question as to who is responsible for this gap. In the real sense, there should be a connection between the two, and both parties should play a role in bridging this gap. Practices, Policies, and Procedures That Have Led to the Problem There are various reasons for this persistent gap between the teaching practices that teachers use and the guidance that educational research provides. However, three of them stand out. They include the trustworthiness issue, teacher preparation issues, and the research practice issue. The trustworthiness issue comes in because much of the published educational research and disseminated to teachers, policymakers and researchers are often not good and of uneven quality. Research is incredibly demanding, and it is not always possible to choose the most appropriate methodological approach. It is essential that the methodology is applied rigorously whether it is for qualitative or quantitative research (Suter, 2012). Teachers, on the other hand, want to provide quality education to their children. When they turn into research to aid in teaching, their main expectation is that the information they get is trustworthy. If the information is not trustworthy both the teacher and the student will fail terribly. The teachers also have to be prepared. The applicability and relevance of a research finding will be minimal if the administrators and teachers are unable to access the data, unable to develop strategies for implementing the research findings and do not understand or are unable to interpret the research findings in a meaningful and accurate manner (Fenwick, Edwards, & Sawchuk, 2012). While teacher preparation and research trustworthiness play significant roles in determining the extent to which research informs instructional practices and educational policies, a fundamental problem is our inability to understand and identify an environment where the research findings can be applied in complex school systems as well as classrooms. While specific strategies, instructional models and approaches may be useful in a setting that is controlled, there is scanty information about the factors that impede or foster application of these modalities under varying contexts and among diverse teachers and students' pop.

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Construction of non cognitive instruments, Tools Construction or Guidelines To Prepare a Tool for Research

1. Dr.A. Michael J Leo Assistant Professor in Education St.Xavier’s College of Education (Autonomous),Palayamkottai – 627002 Ph:9994006762 E-mail:amjlsxce@gmail.com Dr.AMJ Leo,SXCE @ MSU on 04.10.20161 Constructing non-Cognitive Instruments

2. Non-Cognitive Dr.AMJ Leo, SXCE @ MSU on 04.10.20162

3. 1.0 Measurement Dr.AMJ Leo,SXCE @ MSU on 04.10.20163 MeasureError Construct

4. 1.1 Conceptualization (What) Dr.AMJ Leo, SXCE @ MSU on 04.10.20164  What it is? & you want to measure?  How should we construct that we aim to capture? a) Difficult to Define b) Ethical Issue

5. 1.1.1 Origin Dr.AMJ Leo, SXCE @ MSU on 04.10.20165  Theory/Application ofTheories  Manifest and Latent Constructs  Domains/Dimensions

6. 1.2 Operationalization (How?) Dr.AMJ Leo, SXCE @ MSU on 04.10.20166  Instruments  Protocols and Research Personal  Proxies and indicators  Scales and Indexes

7. 1.3 Instruments Dr.AMJ Leo, SXCE @ MSU on 04.10.20167 Scale Test Inventory

8. 1.4 Crafting a Questionnaire Dr.AMJ Leo, SXCE @ MSU on 04.10.20168 Simple specified words Few words as possible Complete sentence Avoid vague quantifiers Avoid specificity exceeds to say accurate readymade answer Use symmetrical set of response categories Neutral response option at the end Both sides of attitude in the stem Mutually exclusive Response Categories •Technique to improve recall •Appropriate line reference •Technically accurate •Avoid double negatives •Avoid double-barreled questions •Avoid asking unnecessary calculations •Think like a respondent, not like a Researcher • Include Check Point Items •Scale : Likert,Thurston

9. 1.5 Format of a Questionnaire Dr.AMJ Leo, SXCE @ MSU on 04.10.20169  Attractive  Instructions  Organization of items  Comfortable & Important Beginning  Length ( Each Page reduces 0.5% responses)

10. 1.6 Pre-survey Dr.AMJ Leo, SXCE @ MSU on 04.10.201610  Opinion of Experts ( Item Inclusion and Exclusion)  William Belson’s (Walter,Pg.426)  StatisticalTechniques : ItemValidity ( Correlation,Chi-square)

11. 1.7 Validity Dr.AMJ Leo, SXCE @ MSU on 04.10.201611  FaceValidity  ContentValidity  CriterionValidity/PredictiveValidity  ConcurrentValidity  SemanticValidity

12. 1.8 Reliability Dr.AMJ Leo, SXCE @ MSU on 04.10.201612  Test-retest reliability  Reliability within a scale

13. Beg Borrow Take Dr.AMJ Leo, SXCE @ MSU on 04.10.201613

14. Clarifications……… Dr.AMJ Leo, SXCE @ MSU on 04.10.201614

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