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The document discusses the split half method, which is a technique used in research to assess the reliability of a measurement or test. It involves splitting the items or questions of a test into two halves and administering them to participants at the same time. Their scores on each half are then calculated and correlated to determine the relationship between the two halves and the overall reliability of the test. An example demonstrates splitting a 20-item anxiety questionnaire into two 10-item halves and correlating participants' scores on each half.
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Understanding the Scaling in Research
This Power Point Presentation has been made while referring to the research books written by eminent, renowned and expert authors as mentioned in the references section. The purpose of this Presentation is to help the research students in developing an insight about the Scaling in Research.
PPT FOR DISTRICT RESEARCH CONGRESS - ver 2-1.pptx
This document discusses a research study on the effect of flexible work arrangements on student academic performance in modular distance learning. It found that students with flexible work arrangements, such as reduced activity items and biweekly return of materials, performed better with a mean grade of 85.73 compared to 83.77 for students without flexibility. There was a statistically significant difference between the groups with a medium effect size. Based on these findings, the researcher recommends implementing flexible scheduling approaches to support student learning.
Development of pyschologica test construction
Standardized tests are tests that have been developed using consistent procedures and have established validity and reliability. There are three main types: norm-referenced tests, criterion-referenced tests, and scales. The construction of standardized tests follows several key steps, including planning, item writing, preliminary administrations for feedback, and multiple administrations for item analysis. Item analysis involves calculating item difficulty, discrimination, and establishing if items effectively measure the target construct. Items are evaluated and selected for the final test based on obtaining optimal difficulty levels and high discrimination between high and low scoring examinees. The procedures described allow test developers to create valid and reliable standardized measures.
1 University of Wollongong School of Psychol.docx
1
University of Wollongong
School of Psychology
PSYC 250: Quantitative Methods in
Psychology
Assignment 2
INSTRUCTIONS:
This assignment is graded out of 30 marks, and it is worth 21% of the overall grade for the
subject. It is to be submitted by Fri 25 September 5.00pm.
This is an individual assignment, and all the work must be entirely your own.
You must show all working to gain full marks. Round the final answers to two decimal
places. Marks may be deducted for disorganized work.
For questions requiring a written answer, keep your answers to within 50 words each. The
only exception is when you need to provide report a statistical analysis in APA format. Write
your answers clearly with in blue or black ink.
Submit your answers in hardcopy (either hand-written or printed out). You must attach an
official signed declaration cover page, or else your assignment will not be graded.
Furthermore, you must submit an electronic file (see below).
2
ELECTRONIC FILE SUBMISSION INSTRUCTIONS:
Create ONE ELECTRONIC FILE that contains your written answers to the following
questions in Assignment 2, below:
Question 1d (APA style results section)
Question 2e (APA style results section)
Question 3 (written definition of what is an interaction effect is, and description of the
interaction in the given scenario)
HOW: In the Moodle site for PSY250, Click on the link that says "Assignment 2
(TurnItIn)". Click on the "My Submissions" tab. Next to "Submission Title", enter
"Assignment 2". Click the small box next to the statement "I confirm that this submission is
my own work...". Then, next to "File to Submit", click on "Browse..." and select the
document that you want to upload. Then click on "Add Submission".
DUE DATE: The same deadline as the hardcopy Assignment 2 applies. Your Assignment
will be considered late if either the hardcopy OR the electronic file are late.
NOTE: Although you are not required to turn in any other portion of the assignment through
TurnItIn, your responses to the other parts of the Assignment should still be your own work,
in your own words.
3
Question 1 [11 marks]
In obsessive-compulsive disorder (OCD) patients often display irrational compulsive behavior
such as repeated hand-washing, flicking light-switches on and off or compulsively counting
things. These behaviours are generally performed by the patient to stop obsessive negative
thoughts
A clinical psychologist examined the efficacy of 3 different treatments for OCD:
Family therapy – which promotes understanding of the disorder within the patients’ family
group.
Cognitive Behaviour therapy - which addresses obsessive thought patterns
Attending a support group with other patients with OCD.
Twenty-one patients with OCD were randomly assigned to one of three treatment conditions.
After six months the number ...
Topic 8b Item Analysis
This document discusses various aspects of item analysis, including item difficulty, item discrimination, and distractor analysis. Item difficulty examines how many students answered each item correctly to determine if it was too easy or difficult. Item discrimination assesses how well each item differentiated between high-scoring and low-scoring students. Distractor analysis evaluates how effective the incorrect answer options were at attracting responses away from the correct answer. Performing item analysis helps improve test quality by identifying flawed or ambiguous items and assessing student learning needs.
Practice Problems Chapter 10For this lesson, we will be co.docx
Practice Problems: Chapter 10
For this lesson, we will be comparing two group population values (or two paired observations for those in the population). There are some subtle differences in the formulas used for computing the Standard Error used in both our Confidence Intervals of the Difference and in our Hypothesis Tests which are noted in the instructions below.
1) We wish to compare the population proportion of those graduates who pass the Bar Exam on the first try for two small law schools. The researcher has randomly selected graduates from the previous 4 years graduating classes and asked those selected if they passed the Bar Exam on the first try. Law School A had 150 out of 200 sampled who indicated that they passed the Bar Exam on the first try. Law School B had 170 out of 250 sampled who indicated that they passed the Bar Exam on the first try. We wish to see if there is a difference between the population proportions of those who passed the Bar Exam on the first try for the two law schools (p1 is for School A, p2 is for School B).
A) First, we want to construct a 95% Confidence Interval of the Difference between the two population proportions. Here we use SE =
We use this SE formula for confidence intervals of the difference between population proportions.
i) Calculate your SE. Show all work
ii) What is your Z multiplier?
iii) Construct your 95% Confidence Interval of the Difference. Show all work and indicate the endpoints.
iv) Is there a difference in the two group population proportions? Why or why not?
B)Now, do a Hypothesis Test to see if there is a difference between the two population proportions.
i) Since we are testing to see if there is a difference, our alternative is that there is a difference and our null is that there is no difference:
Ho: p1-p2 = 0; Ha: p1 - p2 ≠ 0 Given that the null hypothesis is that there is no difference (ie: assuming equal population values), we use the pooled to calculate our SE
=
Calculate and . Show all work.
ii) Calculate our Z test statistic. Show all work.
iii) What is the p-value of our Z test statistic? Show all work.
iv) What is your conclusion and why?
2) We wish to test whether a program teaching social skills to elementary students has an effect on social skills in third graders. In one elementary school, we randomly assign three classes out of six classes of third graders to participate in the program. The three classes who do not participate in the program act as the control group. We are told that the composition of the six classes is similar in terms of gender composition, IQ, etc. Every third grader is evaluated by their teacher and given a social skills assessment score at the beginning of the study. Higher scores mean the student has a higher level of social skills. At the end of the eight week program all students are then evaluated again by their teacher and given a social skills assessment .
Slayter on planning quant design for flc projects - may 2011
The document provides guidance on developing a quantitative research design and data analysis plan for a faculty learning community project. It recommends identifying the research question, goals, objectives and intervention before data collection. It also advises choosing appropriate data collection methods and statistical tests that align with the research question and variables. The document emphasizes preparing "table shells" with planned statistical tests to envision the final data analysis and check that the research design will provide the intended results.
Item analysis and validation
The document discusses the process of item analysis and validation for ensuring a useful and functional test. It describes analyzing test items for difficulty index and discrimination index based on the performance of upper and lower scoring students. Items are categorized by difficulty and discrimination for revision or removal. Validation involves checking the test's content validity with experts, criterion-related validity by comparing to other tests, and reliability using methods like split-half reliability. The goal is to analyze how well items measure the intended objectives and how consistently the test scores perform.
Recommended
Understanding the Scaling in Research
This Power Point Presentation has been made while referring to the research books written by eminent, renowned and expert authors as mentioned in the references section. The purpose of this Presentation is to help the research students in developing an insight about the Scaling in Research.
PPT FOR DISTRICT RESEARCH CONGRESS - ver 2-1.pptx
This document discusses a research study on the effect of flexible work arrangements on student academic performance in modular distance learning. It found that students with flexible work arrangements, such as reduced activity items and biweekly return of materials, performed better with a mean grade of 85.73 compared to 83.77 for students without flexibility. There was a statistically significant difference between the groups with a medium effect size. Based on these findings, the researcher recommends implementing flexible scheduling approaches to support student learning.
Development of pyschologica test construction
Standardized tests are tests that have been developed using consistent procedures and have established validity and reliability. There are three main types: norm-referenced tests, criterion-referenced tests, and scales. The construction of standardized tests follows several key steps, including planning, item writing, preliminary administrations for feedback, and multiple administrations for item analysis. Item analysis involves calculating item difficulty, discrimination, and establishing if items effectively measure the target construct. Items are evaluated and selected for the final test based on obtaining optimal difficulty levels and high discrimination between high and low scoring examinees. The procedures described allow test developers to create valid and reliable standardized measures.
1 University of Wollongong School of Psychol.docx
1
University of Wollongong
School of Psychology
PSYC 250: Quantitative Methods in
Psychology
Assignment 2
INSTRUCTIONS:
This assignment is graded out of 30 marks, and it is worth 21% of the overall grade for the
subject. It is to be submitted by Fri 25 September 5.00pm.
This is an individual assignment, and all the work must be entirely your own.
You must show all working to gain full marks. Round the final answers to two decimal
places. Marks may be deducted for disorganized work.
For questions requiring a written answer, keep your answers to within 50 words each. The
only exception is when you need to provide report a statistical analysis in APA format. Write
your answers clearly with in blue or black ink.
Submit your answers in hardcopy (either hand-written or printed out). You must attach an
official signed declaration cover page, or else your assignment will not be graded.
Furthermore, you must submit an electronic file (see below).
2
ELECTRONIC FILE SUBMISSION INSTRUCTIONS:
Create ONE ELECTRONIC FILE that contains your written answers to the following
questions in Assignment 2, below:
Question 1d (APA style results section)
Question 2e (APA style results section)
Question 3 (written definition of what is an interaction effect is, and description of the
interaction in the given scenario)
HOW: In the Moodle site for PSY250, Click on the link that says "Assignment 2
(TurnItIn)". Click on the "My Submissions" tab. Next to "Submission Title", enter
"Assignment 2". Click the small box next to the statement "I confirm that this submission is
my own work...". Then, next to "File to Submit", click on "Browse..." and select the
document that you want to upload. Then click on "Add Submission".
DUE DATE: The same deadline as the hardcopy Assignment 2 applies. Your Assignment
will be considered late if either the hardcopy OR the electronic file are late.
NOTE: Although you are not required to turn in any other portion of the assignment through
TurnItIn, your responses to the other parts of the Assignment should still be your own work,
in your own words.
3
Question 1 [11 marks]
In obsessive-compulsive disorder (OCD) patients often display irrational compulsive behavior
such as repeated hand-washing, flicking light-switches on and off or compulsively counting
things. These behaviours are generally performed by the patient to stop obsessive negative
thoughts
A clinical psychologist examined the efficacy of 3 different treatments for OCD:
Family therapy – which promotes understanding of the disorder within the patients’ family
group.
Cognitive Behaviour therapy - which addresses obsessive thought patterns
Attending a support group with other patients with OCD.
Twenty-one patients with OCD were randomly assigned to one of three treatment conditions.
After six months the number ...
Topic 8b Item Analysis
This document discusses various aspects of item analysis, including item difficulty, item discrimination, and distractor analysis. Item difficulty examines how many students answered each item correctly to determine if it was too easy or difficult. Item discrimination assesses how well each item differentiated between high-scoring and low-scoring students. Distractor analysis evaluates how effective the incorrect answer options were at attracting responses away from the correct answer. Performing item analysis helps improve test quality by identifying flawed or ambiguous items and assessing student learning needs.
Practice Problems Chapter 10For this lesson, we will be co.docx
Practice Problems: Chapter 10
For this lesson, we will be comparing two group population values (or two paired observations for those in the population). There are some subtle differences in the formulas used for computing the Standard Error used in both our Confidence Intervals of the Difference and in our Hypothesis Tests which are noted in the instructions below.
1) We wish to compare the population proportion of those graduates who pass the Bar Exam on the first try for two small law schools. The researcher has randomly selected graduates from the previous 4 years graduating classes and asked those selected if they passed the Bar Exam on the first try. Law School A had 150 out of 200 sampled who indicated that they passed the Bar Exam on the first try. Law School B had 170 out of 250 sampled who indicated that they passed the Bar Exam on the first try. We wish to see if there is a difference between the population proportions of those who passed the Bar Exam on the first try for the two law schools (p1 is for School A, p2 is for School B).
A) First, we want to construct a 95% Confidence Interval of the Difference between the two population proportions. Here we use SE =
We use this SE formula for confidence intervals of the difference between population proportions.
i) Calculate your SE. Show all work
ii) What is your Z multiplier?
iii) Construct your 95% Confidence Interval of the Difference. Show all work and indicate the endpoints.
iv) Is there a difference in the two group population proportions? Why or why not?
B)Now, do a Hypothesis Test to see if there is a difference between the two population proportions.
i) Since we are testing to see if there is a difference, our alternative is that there is a difference and our null is that there is no difference:
Ho: p1-p2 = 0; Ha: p1 - p2 ≠ 0 Given that the null hypothesis is that there is no difference (ie: assuming equal population values), we use the pooled to calculate our SE
=
Calculate and . Show all work.
ii) Calculate our Z test statistic. Show all work.
iii) What is the p-value of our Z test statistic? Show all work.
iv) What is your conclusion and why?
2) We wish to test whether a program teaching social skills to elementary students has an effect on social skills in third graders. In one elementary school, we randomly assign three classes out of six classes of third graders to participate in the program. The three classes who do not participate in the program act as the control group. We are told that the composition of the six classes is similar in terms of gender composition, IQ, etc. Every third grader is evaluated by their teacher and given a social skills assessment score at the beginning of the study. Higher scores mean the student has a higher level of social skills. At the end of the eight week program all students are then evaluated again by their teacher and given a social skills assessment .
Slayter on planning quant design for flc projects - may 2011
The document provides guidance on developing a quantitative research design and data analysis plan for a faculty learning community project. It recommends identifying the research question, goals, objectives and intervention before data collection. It also advises choosing appropriate data collection methods and statistical tests that align with the research question and variables. The document emphasizes preparing "table shells" with planned statistical tests to envision the final data analysis and check that the research design will provide the intended results.
Item analysis and validation
The document discusses the process of item analysis and validation for ensuring a useful and functional test. It describes analyzing test items for difficulty index and discrimination index based on the performance of upper and lower scoring students. Items are categorized by difficulty and discrimination for revision or removal. Validation involves checking the test's content validity with experts, criterion-related validity by comparing to other tests, and reliability using methods like split-half reliability. The goal is to analyze how well items measure the intended objectives and how consistently the test scores perform.
Topic 10 DATA ANALYSIS TECHNIQUES.pptx
Here are my responses to the guide questions:
1. I decided to teach in SHS because I wanted to help guide students in their transition to college and career. I find it rewarding to support students' personal and academic growth during this important stage of their lives.
2. Two of the most significant experiences I've had teaching Research involve seeing students get excited about their topics and taking ownership of their work. It's amazing to see their eyes light up when they discover something interesting during the research process. I also appreciate witnessing students' confidence grow as they learn to independently plan and conduct research. These experiences are meaningful because they show the positive impact of research skills on student learning and development.
3. One of my most
evaluations Item Analysis for teachers.pdf
This document discusses item analysis, which is used to evaluate objective tests by calculating difficulty and discrimination indices. It aims to evaluate question and response patterns, assess student mastery of content, determine question difficulty levels, and discriminate between high- and low-performing students. Item analysis improves test reliability, provides a basis for revising tests, and determines whether specific questions should be retained or deleted. It is best applied to tests with dichotomous scoring and a minimum of 20 students.
Administering,scoring and reporting a test ppt
This document discusses administering, scoring, and reporting tests. It provides definitions for key terms like analysis, test, scoring, and report. It describes the important role of the test administrator in creating the right environment and putting students at ease. It discusses procedures for administering tests before, during, and after the test is completed. It also covers various methods for scoring tests including raw scores, percentile ranks, stanines, standard scores like z-scores and t-scores. Grading methods like letter grades, numbers, percentages, and checklists are also outlined. The document provides details on scoring essay questions, objective tests, and conducting item analysis to evaluate test quality. It emphasizes accurate and useful reporting of results to understand assessment
Reliability and validity
Test validity refers to validating the appropriate use of a test score for a specific context or purpose. Validity is determined by studying test results in the intended setting of use, as a test may be suitable for one purpose but not another. Validity is a matter of degree rather than an absolute quality, and establishing validity requires empirical evidence and theoretical justification that the intended inferences from test scores are adequate and appropriate.
Spss2 comparing means_two_groups
This document discusses different types of t-tests used to compare means: one sample t-tests, independent samples t-tests, and paired samples t-tests. It provides examples and steps for conducting each type of t-test in SPSS. Key points include that one sample t-tests compare a sample mean to a known value, independent samples t-tests compare means between two unrelated groups, and paired samples t-tests compare means within the same group across two time points or conditions. The document also outlines assumptions, how to interpret output and p-values, and how to report results for each t-test. Three cases are presented to demonstrate application of each t-test type.
Item
Item analysis is a method used in test construction and revision to evaluate individual test items. It examines item difficulty, discrimination, and characteristic curves to identify issues and ensure items are properly assessing different ability levels. Item analysis helps improve test quality by identifying unfair or biased items and informing refinements to item wordings and test construction.
Experimental Research Design - Meaning, Characteristics and Classification
I) Experimental research designs aim to establish causal relationships by manipulating an independent variable and observing its effect on a dependent variable. They allow for a high level of control over extraneous variables.
II) The key components of an experiment are the independent variable, which is manipulated, and the dependent variable, which is measured. Control and random assignment help ensure the equivalence of groups.
III) True experiments use random assignment to groups, while quasi-experiments lack randomization. More rigorous designs like pre-test post-test control group allow for stronger conclusions about causality.
Evaluation Methods
The document discusses different methods for evaluating the impact of an education program called the Balsakhi program in India. It compares the results of 4 different evaluation methods: 1) pre-post comparison showed a test score gain of 26.42 points, 2) simple difference comparison showed Balsakhi students scored 5.05 points lower, 3) difference-in-differences estimated an impact of 6.82 points, and 4) a regression controlling for covariates estimated an impact of 1.92 points. Randomization was proposed as the best method to construct a valid counterfactual for estimating true program impact.
Rits Brown Bag - Surveys and Polls Techniques
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Measurement scaling
There are two main types of attitudinal scales: rating scales and ranking scales. Rating scales measure responses regarding an object using categories, while ranking scales elicit preferences by comparing objects. Ten common rating scales are described, including Likert, semantic differential, and numerical scales. Ranking scales include paired comparisons and forced choice methods. Goodness of measures is ensured through item analysis, reliability, and validity testing. Reliability examines consistency over time through methods like test-retest and internal consistency. Validity assesses measuring the intended concept using techniques such as content, criterion, and construct validity.
Survey Correlational Research
Here are the answers to your questions:
1. There are four basic methods of collecting data in survey research: direct to group, email, telephone, and personal interview.
2. We conduct survey research to collect information by asking questions. It allows us to describe characteristics of a population.
3. The purpose of a survey is to collect data that describes one or more characteristics of a specific population. It can be used to learn about people's behaviors, opinions, attitudes, etc.
4. We use correlational research to determine the relationship among two or more variables without manipulating the variables. It allows us to investigate possible relationships between variables.
5. The basic steps in correlational research are: problem selection
Survey, correlational & ccr research (SHEHA GROUP)
Here are the answers to your questions:
1. There are four basic methods of collecting data in survey research: direct to group, email, telephone, and personal interview.
2. We conduct survey research to collect information by asking questions. It allows us to describe characteristics of a population.
3. The purpose of a survey is to collect data that describes one or more characteristics of a specific population. It can be used to learn about people's behaviors, opinions, attitudes, etc.
4. We use correlational research to determine the relationship among two or more variables without influencing them. It allows us to investigate possible relationships between variables.
5. The basic steps in correlational research are: problem selection,
Kinds Of Variables Kato Begum
The document discusses different types of variables in experimental research:
- Independent variable: Factor manipulated by researcher to determine its effect
- Dependent variable: Factor observed and measured to determine effect of independent variable
- Moderator variable: Factor that modifies relationship between independent and dependent variables
- Control variable: Factors controlled by researcher to neutralize their effects
- Intervening variable: Factor that theoretically affects phenomena but cannot be directly observed
It also discusses data types, central tendency measures, data variability measures, and statistical techniques like correlation analysis, t-tests, ANOVA that are used for quantitative analysis.
Task of Experimental Research
The document describes three experimental research studies that test hypotheses about the impact of independent variables on dependent variables. Example 1 studies the effect of number of computer applications taught on later computer literacy. Example 2 examines the impact of different course learning modes on student attitudes and performance. Example 3 compares the effects of cooperative vs. traditional learning on student motivation and academic performance in an application software project.
Himani
The document discusses developing a predictive model to forecast students' academic performance using fuzzy applications. It considers factors like previous test results, attendance, scores, percentiles, accuracy, exam aptitude and attempt ratios. The model is aimed at helping educational institutions enhance quality and aid students' career development. Key aspects of the model include using item response theory to analyze test questions, excluding predictors with low discrimination indexes, and basing predictions on students with over 50% attendance across multiple tests.
Research Methodology in management
This document summarizes key aspects of different types of scales used in research methodology. It discusses nominal, ordinal, and interval scales. For nominal scales, it describes how they are used for classification but cannot determine distances between categories. Ordinal scales allow ranking or ordering but do not assume equal distances between ranks. Interval scales assume equidistant points between scale elements and are useful for calculating differences and performing statistical analyses. Questionnaires can employ different scale types to reliably measure social cognition and manage unpredictable factors in decision making.
Assessment of learning
This document discusses different types of measurement scales used in educational assessment, including nominal, ordinal, interval, and ratio scales. Nominal scales simply classify objects into categories, while ordinal scales also assign rank order. Interval scales have equal units between score points, allowing for addition and subtraction. Ratio scales have a true zero point where the absence of a quality is measured, allowing for ratio comparisons. Educational assessment rarely achieves a true ratio scale.
Item analysis
This topic relates to M.A. education. It is a part of the psychological testing.In the presentation, I discussed about the methods of item analysis.
Validity and reliability
This document discusses the importance of validity and reliability in research. It defines reliability as producing consistent results under the same conditions, while validity refers to accurately measuring what is intended. There are different types of reliability, including test-retest, parallel-form, and internal consistency. Validity includes face validity, predictive validity, concurrent validity, and convergent validity. High reliability is necessary for a measurement to be valid. The document provides examples to illustrate each concept.
Mathematics-Statistics/.PERCENTILES.pptx
Here are the possible samples of size 2 that can be drawn from the given population:
(2, 3)
(2, 6)
(2, 10)
(2, 12)
(3, 6)
(3, 10)
(3, 12)
(6, 10)
(6, 12)
(10, 12)
There are 10 possible samples of size 2 that can be drawn from this population.
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Aberdeen
South African Journal of Science: Writing with integrity workshop (2024)
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A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.More Related Content
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Topic 10 DATA ANALYSIS TECHNIQUES.pptx
Here are my responses to the guide questions:
1. I decided to teach in SHS because I wanted to help guide students in their transition to college and career. I find it rewarding to support students' personal and academic growth during this important stage of their lives.
2. Two of the most significant experiences I've had teaching Research involve seeing students get excited about their topics and taking ownership of their work. It's amazing to see their eyes light up when they discover something interesting during the research process. I also appreciate witnessing students' confidence grow as they learn to independently plan and conduct research. These experiences are meaningful because they show the positive impact of research skills on student learning and development.
3. One of my most
evaluations Item Analysis for teachers.pdf
This document discusses item analysis, which is used to evaluate objective tests by calculating difficulty and discrimination indices. It aims to evaluate question and response patterns, assess student mastery of content, determine question difficulty levels, and discriminate between high- and low-performing students. Item analysis improves test reliability, provides a basis for revising tests, and determines whether specific questions should be retained or deleted. It is best applied to tests with dichotomous scoring and a minimum of 20 students.
Administering,scoring and reporting a test ppt
This document discusses administering, scoring, and reporting tests. It provides definitions for key terms like analysis, test, scoring, and report. It describes the important role of the test administrator in creating the right environment and putting students at ease. It discusses procedures for administering tests before, during, and after the test is completed. It also covers various methods for scoring tests including raw scores, percentile ranks, stanines, standard scores like z-scores and t-scores. Grading methods like letter grades, numbers, percentages, and checklists are also outlined. The document provides details on scoring essay questions, objective tests, and conducting item analysis to evaluate test quality. It emphasizes accurate and useful reporting of results to understand assessment
Reliability and validity
Test validity refers to validating the appropriate use of a test score for a specific context or purpose. Validity is determined by studying test results in the intended setting of use, as a test may be suitable for one purpose but not another. Validity is a matter of degree rather than an absolute quality, and establishing validity requires empirical evidence and theoretical justification that the intended inferences from test scores are adequate and appropriate.
Spss2 comparing means_two_groups
This document discusses different types of t-tests used to compare means: one sample t-tests, independent samples t-tests, and paired samples t-tests. It provides examples and steps for conducting each type of t-test in SPSS. Key points include that one sample t-tests compare a sample mean to a known value, independent samples t-tests compare means between two unrelated groups, and paired samples t-tests compare means within the same group across two time points or conditions. The document also outlines assumptions, how to interpret output and p-values, and how to report results for each t-test. Three cases are presented to demonstrate application of each t-test type.
Item
Item analysis is a method used in test construction and revision to evaluate individual test items. It examines item difficulty, discrimination, and characteristic curves to identify issues and ensure items are properly assessing different ability levels. Item analysis helps improve test quality by identifying unfair or biased items and informing refinements to item wordings and test construction.
Experimental Research Design - Meaning, Characteristics and Classification
I) Experimental research designs aim to establish causal relationships by manipulating an independent variable and observing its effect on a dependent variable. They allow for a high level of control over extraneous variables.
II) The key components of an experiment are the independent variable, which is manipulated, and the dependent variable, which is measured. Control and random assignment help ensure the equivalence of groups.
III) True experiments use random assignment to groups, while quasi-experiments lack randomization. More rigorous designs like pre-test post-test control group allow for stronger conclusions about causality.
Evaluation Methods
The document discusses different methods for evaluating the impact of an education program called the Balsakhi program in India. It compares the results of 4 different evaluation methods: 1) pre-post comparison showed a test score gain of 26.42 points, 2) simple difference comparison showed Balsakhi students scored 5.05 points lower, 3) difference-in-differences estimated an impact of 6.82 points, and 4) a regression controlling for covariates estimated an impact of 1.92 points. Randomization was proposed as the best method to construct a valid counterfactual for estimating true program impact.
Rits Brown Bag - Surveys and Polls Techniques
Right IT Services Brown Bag about what is the most important things in a survey; typology of variables; types of scales; how should use scales.
Measurement scaling
There are two main types of attitudinal scales: rating scales and ranking scales. Rating scales measure responses regarding an object using categories, while ranking scales elicit preferences by comparing objects. Ten common rating scales are described, including Likert, semantic differential, and numerical scales. Ranking scales include paired comparisons and forced choice methods. Goodness of measures is ensured through item analysis, reliability, and validity testing. Reliability examines consistency over time through methods like test-retest and internal consistency. Validity assesses measuring the intended concept using techniques such as content, criterion, and construct validity.
Survey Correlational Research
Here are the answers to your questions:
1. There are four basic methods of collecting data in survey research: direct to group, email, telephone, and personal interview.
2. We conduct survey research to collect information by asking questions. It allows us to describe characteristics of a population.
3. The purpose of a survey is to collect data that describes one or more characteristics of a specific population. It can be used to learn about people's behaviors, opinions, attitudes, etc.
4. We use correlational research to determine the relationship among two or more variables without manipulating the variables. It allows us to investigate possible relationships between variables.
5. The basic steps in correlational research are: problem selection
Survey, correlational & ccr research (SHEHA GROUP)
Here are the answers to your questions:
1. There are four basic methods of collecting data in survey research: direct to group, email, telephone, and personal interview.
2. We conduct survey research to collect information by asking questions. It allows us to describe characteristics of a population.
3. The purpose of a survey is to collect data that describes one or more characteristics of a specific population. It can be used to learn about people's behaviors, opinions, attitudes, etc.
4. We use correlational research to determine the relationship among two or more variables without influencing them. It allows us to investigate possible relationships between variables.
5. The basic steps in correlational research are: problem selection,
Kinds Of Variables Kato Begum
The document discusses different types of variables in experimental research:
- Independent variable: Factor manipulated by researcher to determine its effect
- Dependent variable: Factor observed and measured to determine effect of independent variable
- Moderator variable: Factor that modifies relationship between independent and dependent variables
- Control variable: Factors controlled by researcher to neutralize their effects
- Intervening variable: Factor that theoretically affects phenomena but cannot be directly observed
It also discusses data types, central tendency measures, data variability measures, and statistical techniques like correlation analysis, t-tests, ANOVA that are used for quantitative analysis.
Task of Experimental Research
The document describes three experimental research studies that test hypotheses about the impact of independent variables on dependent variables. Example 1 studies the effect of number of computer applications taught on later computer literacy. Example 2 examines the impact of different course learning modes on student attitudes and performance. Example 3 compares the effects of cooperative vs. traditional learning on student motivation and academic performance in an application software project.
Himani
The document discusses developing a predictive model to forecast students' academic performance using fuzzy applications. It considers factors like previous test results, attendance, scores, percentiles, accuracy, exam aptitude and attempt ratios. The model is aimed at helping educational institutions enhance quality and aid students' career development. Key aspects of the model include using item response theory to analyze test questions, excluding predictors with low discrimination indexes, and basing predictions on students with over 50% attendance across multiple tests.
Research Methodology in management
This document summarizes key aspects of different types of scales used in research methodology. It discusses nominal, ordinal, and interval scales. For nominal scales, it describes how they are used for classification but cannot determine distances between categories. Ordinal scales allow ranking or ordering but do not assume equal distances between ranks. Interval scales assume equidistant points between scale elements and are useful for calculating differences and performing statistical analyses. Questionnaires can employ different scale types to reliably measure social cognition and manage unpredictable factors in decision making.
Assessment of learning
This document discusses different types of measurement scales used in educational assessment, including nominal, ordinal, interval, and ratio scales. Nominal scales simply classify objects into categories, while ordinal scales also assign rank order. Interval scales have equal units between score points, allowing for addition and subtraction. Ratio scales have a true zero point where the absence of a quality is measured, allowing for ratio comparisons. Educational assessment rarely achieves a true ratio scale.
Item analysis
This topic relates to M.A. education. It is a part of the psychological testing.In the presentation, I discussed about the methods of item analysis.
Validity and reliability
This document discusses the importance of validity and reliability in research. It defines reliability as producing consistent results under the same conditions, while validity refers to accurately measuring what is intended. There are different types of reliability, including test-retest, parallel-form, and internal consistency. Validity includes face validity, predictive validity, concurrent validity, and convergent validity. High reliability is necessary for a measurement to be valid. The document provides examples to illustrate each concept.
Mathematics-Statistics/.PERCENTILES.pptx
Here are the possible samples of size 2 that can be drawn from the given population:
(2, 3)
(2, 6)
(2, 10)
(2, 12)
(3, 6)
(3, 10)
(3, 12)
(6, 10)
(6, 12)
(10, 12)
There are 10 possible samples of size 2 that can be drawn from this population.
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- 1. WELCOME TO THE REPORT OF GROUP 2 - What is Split half method? - Example of split half method ?
- 2. Split half method Split half method It is a test for a singles knowledge are is split into two parts and the both parts given to one group at the same time . It is a test for a singles knowledge are is split into two parts and the both parts given to one group at the same time . Split half method is a technique used in research to assess the reliability of a measurement or test . It involves splitting the items or questions of the test into two halves and comparing the score obtained from each half. Split half method
- 3. Example #1 Let say we have a questionnaire with 20 items that measures a person's level of anxiety . To used the split half method we divide the 20 items into two equal halves , with 10 items on each half Next we would administer the questionnaire to a group of participants and score their responses . For each participant , we would calculate a total score for each half oof the questionnaire .Once we have the total score for each half we can then calculate the correlation coefficient between the two sets of score. The correlation coefficient indicates the degree of relationship and similarity between the two half of the test .
- 4. Example #2
- 5. Example #3
- 11. Example # 4
- 12. Group 2: Alwina Meim Marian Gayle Lucindo Emilou Orquia Rolex Galit Joshua Castillo Christian De Asis Thank you!