The document provides steps for designing a valid and reliable questionnaire. It discusses establishing validity by ensuring the questionnaire measures the intended construct through face validity, content validity, criterion-related validity including concurrent and predictive validity, and construct validity. Reliability is established through test-retest reliability, split-half reliability, and measuring internal consistency using Cronbach's alpha. The steps also include pilot testing the questionnaire to identify issues and revising it based on feedback before final use.
Practical Research 2 (Quantitative Research)Nheru Veraflor
Introduction to Practical Research 2 (Quantitative Research) for Senior High School. This includes lesson on Scientific Process, Characteristic of Quantitative Research and Types of Variables.
Practical Research 2 (Quantitative Research)Nheru Veraflor
Introduction to Practical Research 2 (Quantitative Research) for Senior High School. This includes lesson on Scientific Process, Characteristic of Quantitative Research and Types of Variables.
Practical Research 1 :This course develops critical thinking and problem-solving skills through qualitative research.
This power point made possible by : Prof. JOBIEN S.DAYAO, MA, Prof. Roel Jumawan MTP,MAEM AND Prof. Penn T.Larena ,CPS,MPA
Objectives:
1. Distinguish the different Types of Research
2. Differentiate quantitative and qualitative data
3. Identify the approaches to Research
4. Cite examples of different Kinds of Research Across Fields
You can watch here: https://www.youtube.com/watch?v=w_IZXxN58ag&t=24s
Practical Research 1 :This course develops critical thinking and problem-solving skills through qualitative research.
This power point made possible by : Prof. JOBIEN S.DAYAO, MA, Prof. Roel Jumawan MTP,MAEM AND Prof. Penn T.Larena ,CPS,MPA
Objectives:
1. Distinguish the different Types of Research
2. Differentiate quantitative and qualitative data
3. Identify the approaches to Research
4. Cite examples of different Kinds of Research Across Fields
You can watch here: https://www.youtube.com/watch?v=w_IZXxN58ag&t=24s
Assessment and evaluation- A new perspective
Unit 2- Tests and its Application
Syllabus of Unit 2
Testing- Concept and Nature
Developing and Administering Teacher Developed Tests
Characteristics of a good Test
Standardization of Test
Types of Tests- Psychological Test, Reference Test, Diagnostic Tests
2.2.1. Introduction-
Teachers construct various tools for the assessment of various traits of their students.
The most commonly used tools constructed by a teacher are the achievement tests. The achievement tests are constructed as per the requirement of a particular class and subject area they teach.
Besides achievement tests, for the assessment of the traits, a teacher observes his students in a classroom, playground and during other co-curricular activities in the school. The social and emotional behavior is also observed by the teacher. All these traits are assessed. For this purpose too, tools like rating scales are constructed.
Evaluation Tools used by the teacher may both be standardized and non-standardised.
A standardized tool is one which got systematically developed norms for a population. It is one in which the procedure, apparatus and scoring have been fixed so that precisely the same test can be given at different time and place as long as it pertains to a similar type of population. The standardized tools are used in order to:
Compare achievements of different skills in different areas
Make comparison between different classes and schools They have norms for the particular population. They are norm referenced.
On the other hand, teachers make tests as per the requirements of a particular class and the subject area they teach. Hence, they are purposive and criterion referenced. They want:
to assess how well students have mastered a unit of instruction;
to determine the extent to which objectives have been achieved;
to determine the basis for assigning course marks and find out how effective their teaching has been.
So our syllabus here revolves around the Tests.
2.2.2- Developing and Administering Teacher Developed Tests-
2.2.3-CHARACTERISTICS OF GOOD MEASURING INSTRUMENT -
1. VALIDITY-
Any measuring instruments must fulfill certain conditions. This is true in all spheres, including educational evaluation.
Test validity refers to the degree to which a test accurately measures what it claims to measure. It is a critical concept in the field of psychometrics and is essential for ensuring that a test is meaningful and useful for its intended purpose. It is the test is meant to examine the understanding of scientific concept; it should do only that and should not be attended for other abilities such as his style of presentation, sentence patterns or grammatical construction. Validity is specific rather than general criterion of a good test. Validity is a matter of degree. It may be high, moderate or low.
There are several types of validity, each addressing different aspects of the testing process:
1. Face-validity, 2.Content
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
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The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
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Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
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2. DESIGNING THE QUESTIONNAIRE
A questionnaire is an instrument for collecting data. It
consists of a series of questions that respondents provide
answers to a research study.
3. Steps in DESIGNING THE
QUESTIONNAIRE
Step 1 –BACKGROUND
◦ You do a basic research on the background of the chosen variable
or construct, choose a construct that you can use to craft the
purpose and objective of the questionnaire.
◦ Example of construct are weight, height, age, IQ, Academic
Performance.
◦ After identifying the construct, you can easily state the purpose
and objective of the questionnaire and the research questions as
well; only then can you frame the hypothesis of the study.
4. Steps in DESIGNING THE
QUESTIONNAIRE
Step 2- QUESTIONNAIRE CONCEPTUALIZATION
◦Choose the responses scale to use. This is how your
respondents to answer in your study. You can choose from the
following response scales.
◦ Yes/No
◦ Yes/No/Don’t Know
◦ This type of response scale allows the respondent to select only one
answer. The don’t know answer is the neutral response.
5. Steps in DESIGNING THE
QUESTIONNAIRE
Step 2- QUESTIONNAIRE CONCEPTUALIZATION
◦Likert Scale
◦ It is a very popular rating scale used by researchers to measure behaviors
and attitudes quantitively. It consist of choices that range from one extreme
to another from where respondents choose a degree of their opinions. It
the best tool for measuring the level of opinions.
6. Example of Likert scale
Frequency of Occurrence Frequency of Use
Very frequently Always
Frequently Often
Occasionally Sometimes
Rarely Rarely
Very Rarely Never
7. Example of Likert scale
Degree of importance Quality
Very important Strongly Agree
Important Agree
Moderately Important Undecided
Of little importance Disagree
Not important Strongly Disagree
8. Example of Likert scale
Level of Satisfaction Agreement
Very satisfied Strongly Agree
Satisfied Agree
Undecided Undecided
Unsatisfied Disagree
Very unsatisfied Strongly Disagree
9. GUIDELINES IN MAKING QUESTIONS in
your QUESTIONNAIRE
1. The questions should be clear, concise and simple using
minimum number of words. Avoid lengthy and confusing
lay-out.
2. Classify your questions under each statement based on
your problem statement.
3. Questions should be consistent within the needs of the
study.
4. Avoid sensitive or highly debatable question.
10. TYPES OF QUESTIONS
1. DICHOTOMOUS QUESTIONS
◦This is a Yes/No or Like/Dislike questions where only two (2)
choices are provided. Male/Female and Good/bad are also
examples of dichotomous choices.
◦2. OPEN-ENDED QUESTIONS
◦ This types of questions usually answers the questions “why”. It allows
the respondents to give their ideas and insights on a particular issue.
This type of questions gives additional challenge to the researcher
who must review each response before assigning codes and analyzing
the data.
11. Example 1: What are your favorite
movies? (specify their titles)
12. Example 2: What do you like most about
your school? (specify their titles)
13. CLOSED QUESTIONS
These are called multiple choice questions. These questions may
consist of three or more mutually exclusive questions with
different categories.
Example 1: How often do you watch TV at home?
Never……………………………………………………………………………….1
1 or 2 times a week…………………………………………………………..2
3 or 4 times a week……………………………………………………………3
Nearly everyday…………………………………………………………………..4
14. Example 2
What is the highest level of education that your mother has
completed? (Please put a check mark (√) on one box only).
Elementary School
High School
College
Don’t know
15. RANK-ORDER SCALE QUESTIONS
Respondents are asked to rank their choices on each
statement or item.
Ranking requires that a set of items be ranked in order to
compare each item to all other.
16. Example 3: Please rank the following activities in order of
importance in your work as senior high school student.
(please use “5” as the most important activity. “1”is the least
important
Importance Ranking
a. Doing Homework Activities
b. Going to the library
c. Using the computer
d. Joining academic organizations
e. Doing homeworks
18. STEP 3-Establish the Validity of the
Questionnaire
Validity is traditionally defined as “degree to which a test measures
what it claims or purports to be measuring”.
A questionnaire undergoes a validation procedure to make sure that
it accurately measure what it aims to do. A valid questionnaire helps
to collect reliable and accurate data.
19. Kinds of Validity
1. Face Validity- this is a superficial or subjective
assessment. The questionnaire appears to measure the
construct or variable that the researcher study is supposed
to measure.
2. Content Validity- is most often measured by experts or
people who are familiar with the construct being measured.
The experts are asked to provide feedback on how well each
questions measure the variable or construct under study.
20. Kinds of Validity
3. Criterion-related validity
◦This type of validity measures the relationship between a
measure and an outcome.
◦Criterion related validity can be further divided into
concurrent and predictive validity.
◦4. Concurrent validity
◦ This type of validity measures how well the results of an evaluation or
assessment correlate with other assessments measuring the same
variables or constructs.
21. Kinds of Validity
5. Predictive validity
◦ This measures how well the results of an assessment can predict a
relationship between the construct being measured and future
behavior. For example the academic performance of a student in grade
11 math may be predicted by his/her math performance in junior high
school.
6. Construct Validity
This is concerned with the extent to which a measure is related to
other measures as specified in a theory or previous research. It is an
experimental demonstration that a test is measuring the construct it
claims to be measuring.
22. Step 4: Establishing the Reliability of the
Questionnaire
Reliability indicates the accuracy or precision of the
measuring instrument. It refers to a condition where
measurement process yields consistent responses
over repeated measurements.
23. Ways to assess the Reliability of the
Questionnaire
Test-retest reliability
◦This is the simplest method of assessing reliability. The
same test or questionnaire is administered twice and
correlation between the two sets of scores is
computed.
24. Ways to assess the Reliability of the
Questionnaire
Split-half method.
◦This method is also called equivalent or parallel
forms. In this method, two different test covering
the same topics are used and the correlation
between the two sets of scores is calculated.
25. Ways to assess the Reliability of the
Questionnaire
Internal Consistency
◦This method is used in assessing reliability of questions measured
on an interval or ratio scale. The reliability estimate is based on a
single form of test administered on a single occasion.
◦One popular formula to measure internal consistency is called
Cronbach’s alpha.
◦This can be computed using manual and electronic computations
such as the SPSS.
◦Cronbach’s alpha ranges from 0 (poor) to 1 (perfect reliability).
Anything above 0.70 is considered sufficiently reliable.
26. STEP 5. PILOT TESTING OF THE
QUESTIONNAIRE
Pilot testing a questionnaire is important before you use it to collect
data. Through this process, you can identify questions or statements
which are not clear to the participants or there might be some
problems with the relevance of the questionnaire to the current study.
27. STEP 5. PILOT TESTING OF THE
QUESTIONNAIRE
After designing the questionnaire, you may find 10-15 people from
your target group to pre-test the questionnaires. You design or provide
spaces where the testers can freely indicate their remarks.
Such remarks are the following:
◦“Delete this statement”. I don’t understand the questions.
◦“revise the question/statement.
◦“retain the questions”
◦The question is too long”
28. STEP 6 REVISE THE QUESTIONNAIRE
After identifying the problem areas in your questionnaire,
revise the instrument as needed based on the feedback
provided during the pre-testing or pilot-testing.
The best questionnaire is one that is edited and refined
towards producing clear questions arranged logically and in
sequential order.
The questionnaire should match with the research
objectives.
Editor's Notes
To apply this concept in research, you need a questionnaire that is reliable. You need questions that yield consistent scores when asked repeatedly.
To apply this concept in research, you need a questionnaire that is reliable. You need questions that yield consistent scores when asked repeatedly.
To apply this concept in research, you need a questionnaire that is reliable. You need questions that yield consistent scores when asked repeatedly.
To apply this concept in research, you need a questionnaire that is reliable. You need questions that yield consistent scores when asked repeatedly.
