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36 Cards in this Set
- Front
- Back
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Strengths of structured (closed-ended) questioning:
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1. Honest responses can be obtained.
2. Large cohort can answer questions in short period. 3. Responses can be compared across groups. 4. Statistical analysis can be conducted to describe and compare responses |
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Limitations of structured (closed ended questioning
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Researcher is uncertain how respondents interpret or understand the questions.
2. Issues relevant to respondents may not be captured. 3. Respondent answers may reflect socially desirable responses |
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Strengths of Open-ended (Unstructured) Questions
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1. Highly sensitive issue can be explored.
2. Nonverbal behaviors can be captured and analyzed. 3. Issues alient to respondent can be identified. 4. Meaning of questions to respondent can be identified |
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Limitations of Open-Ended (Unstructured) Questions
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1. Respondents may not want to address sensitive issues directly.
2. Extensive time is required to conduct interviews and analyze information. 3. Responses across groups cannot be readily compared. |
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Unobtrusive Methodolgoy
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Involves the observation, and examination of documents, objects, and environments that bear on the phenomenon of interest. It is nonreactive; minimal or no discernable investigator effect in the research setting.
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Secondary Data Analysis
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researcher reanalyzes one or more existing data sets. Info that has already been obtained and organized for the purpose of research.
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) Artifact Review
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: technique used to ascertain the meaning of objects in research contexts. Used to determine interests and preferred ways of arranging the environment for intervention planning.
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What are the principles used to determine the level of measurement of a variable?
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first principle is that every variable must have two qualities
The second principle is that variables can be characterized as being either discrete or continuous. A discrete variable is one with a finite number of distinct values. Gender is an example of a discrete variable; you are either male or female. A continuous variable has an infinite number of values. An example of a continuous variable is age |
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What are the principles used to determine the level of measurement of a variable?
The first principle is that every variable must have two qualities |
• The first quality is that a variable must be exhaustive of every possible observation: that is, the variable should be able to classify every observation in terms of one or more of its components.
• The second quality of a variable is that the attributes or categories must be mutually exclusive. |
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What are the characteristics of the four levels of measurement?
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Nominal
Ordinal Interval Ratio |
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Nominal
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This level involves classifying observations into mutually exclusive categories. It is the most basic, simplest, or lowest level of measurement. Variables at the nominal level are discrete. Your telephone number, the number on your sports jersey, and your social security number are used to identify you as the attribute of the variables “person with a telephone,” an “athlete,” and a “taxpayer.” All are examples of nominal numbers.
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Ordinal
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the next level of measurement, this level involves the ranking of phenomena. Ordinal means “order” and thus can be remembered as the numerical value that assigns an order to a set of observations. Income may be ranked into categories, such as 1 = poor, 2 = lower income, 3 = middle income, and 4 = upper income. Using this ordinal variable we can say that middle income is ranked higher than lower income, but we can say nothing about the extent to which the rankings differ.
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Interval
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has the characteristics of ordinal and nominal measures but also has the characteristic of equal spacing between categories. This level of measurement indicates how much categories differ. Examples of a true interval level of measurement include Fahrenheit and Celsius temperature scales and intelligence quotient (IQ) scales. In each there is no absolute 0, but there is equal distance between mutually exclusive categories.
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Ratio
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measures represent the highest level of measurement. Such measures have all the characteristics of the previous levels and, in addition, have an absolute 0 point. Income can also be a ratio measure; someone can have an income of 0, and we can say that an income of $40,000 is twice as high as an income of $20,000.
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) The 3 most commonly used primary scaling formats used by experimental-type researchers are:
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Likert-type scale
Guttman scale Semantic differential scale- |
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Likert-type scale-
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type of scale used most frequently scored on a 5- to 7-point range, indicating the subject’s level of positive or negative response to an item
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Guttman scale
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unidimensional or cumulative scale in which the researcher develops a small number of items (4 to 7) that relate to one concept and then arranges them so that endorsement of one item means an endorsement of items below it.
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Semantic differential scale
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- scaling technique in which the researcher develops a series of opposites or mutually exclusive constructs that ask the respondent to give a judgment about something along an ordered dimension, usually of 7 points.
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) The issues the experimental-type researcher must be aware of in selecting a scale or other type of measurement are:
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Purpose of assessment
Psychometric properties- Population Information sources Item Selection Response set |
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)Purpose of assessment
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match the purpose of your investigation to the intent of a particular instrument (most elemental step).
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Nominal
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This level involves classifying observations into mutually exclusive categories. It is the most basic, simplest, or lowest level of measurement. Variables at the nominal level are discrete. Your telephone number, the number on your sports jersey, and your social security number are used to identify you as the attribute of the variables “person with a telephone,” an “athlete,” and a “taxpayer.” All are examples of nominal numbers.
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Ordinal
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the next level of measurement, this level involves the ranking of phenomena. Ordinal means “order” and thus can be remembered as the numerical value that assigns an order to a set of observations. Income may be ranked into categories, such as 1 = poor, 2 = lower income, 3 = middle income, and 4 = upper income. Using this ordinal variable we can say that middle income is ranked higher than lower income, but we can say nothing about the extent to which the rankings differ.
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Interval
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has the characteristics of ordinal and nominal measures but also has the characteristic of equal spacing between categories. This level of measurement indicates how much categories differ. Examples of a true interval level of measurement include Fahrenheit and Celsius temperature scales and intelligence quotient (IQ) scales. In each there is no absolute 0, but there is equal distance between mutually exclusive categories.
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Ratio
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measures represent the highest level of measurement. Such measures have all the characteristics of the previous levels and, in addition, have an absolute 0 point. Income can also be a ratio measure; someone can have an income of 0, and we can say that an income of $40,000 is twice as high as an income of $20,000.
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) The 3 most commonly used primary scaling formats used by experimental-type researchers are:
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Likert-type scale
Guttman scale Semantic differential scale- |
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Likert-type scale-
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type of scale used most frequently scored on a 5- to 7-point range, indicating the subject’s level of positive or negative response to an item
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Guttman scale
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unidimensional or cumulative scale in which the researcher develops a small number of items (4 to 7) that relate to one concept and then arranges them so that endorsement of one item means an endorsement of items below it.
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Semantic differential scale
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- scaling technique in which the researcher develops a series of opposites or mutually exclusive constructs that ask the respondent to give a judgment about something along an ordered dimension, usually of 7 points.
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) The issues the experimental-type researcher must be aware of in selecting a scale or other type of measurement are:
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Purpose of assessment
Psychometric properties- Population Information sources Item Selection Response set |
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)Purpose of assessment
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match the purpose of your investigation to the intent of a particular instrument (most elemental step).
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Psychometric properties
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whether a particular instrument conforms to adequate standards of measurement.
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Population
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choice of measure depends on the study population you plan to recruit and enroll in your study
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Information sources
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measurement depends on source from which evaluative judgements will be obtained
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Information sources
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Self-report- asking persons to rate themselves using a standard metric
-Proxy (informant)- asking a family member, or individual familiar w/ the targeted person to rate that person on the phenomenon of interest using a standard measure. -Direct observation- measures that use this tend to be task oriented and highly structured, and yield numerical ratings. -Chart extraction- inexpensive, and easy; involves extracting recordings from provider notes and charts |
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) Item Selection
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determining if the items included are adequate for the purpose of study.
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Response set
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whether the response set is suitable for your study purpose
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