sept19 college 2
DESCRIPTION
SPO students at Rijksuniversiteit Groningen 2011-2012TRANSCRIPT
- 1. Methoden en Technieken Ning Ding September 19 2011
2. Overview
- Review of the last course
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- Research Problem
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- Variables and Hypotheses
- Todays course
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- Instrumentation
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- Validity and Reliability
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- Internal Validity
3. Structure of the course
- Requirement:
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- read the book
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- Online exercises
- 130
- zmhzfx
4. Review of the last course
- Chapter 1 The Nature of Research
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- Why do we need a research in education?
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- Waarom hebben we onderzoek naar het onderwijs nodig?
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- Beschrijven, voorspellen, uitleggen
Describe, Predict, Explain Mixed method = quantitative + qualitative 5. Review of the last course
- Chapter 1 The Nature of Research
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- Why do we need a research in education?
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- Several types of research
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- Verschillende soorten onderzoek
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- Overview of the research process
Experimental research Correlational research Causal-comparative research Survey Ethnographic research Historical research Action research Compare; Single over time RelationshipCause, consequence CharacteristicsEveryday experience PastActive involvement 6. Review of the last course
- Chapter 1 The Nature of Research
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- Why do we need a research in education?
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- Several types of research
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- Overview of the research process
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- Overzicht over het onderzoeksproces
7. Review of the last course
- Chapter 2 The Research Problem
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- Characteristics of good research problem
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- Feasible
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- Clear
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- Significant
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- Ethical
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8. Review of the last course
- Chapter 2 The Research Problem
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- Characteristics of good research problem
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- Feasible
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- Clear
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- Significant
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- Ethical
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Is computer-supported learning an effective learning method? Is computer-supported learning an effective learning method for secondary school students? Is computer-supported learning an effective learning method for secondeary school students in physics problem-solving? Is computer-ondersteund leren een effectieve leermethode voor middelbare school leerlingen voor het oplossen van natuurkundeproblemen in vergelijking met face-to-face leren? 9. Review of the last course
- Chapter 3 Variables and Hypotheses
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- Quantitative vs Categorical Variables
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- Vary in degree / do not vary in degree
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- Verschillen in gradatie/ verschillen niet in gradatie
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- Independent vs Dependent Variables
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- Study its effect / presumed to be affected
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- Het effect ervan bestuderen/ verondersteld beinvloed te worden
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- Moderator Variables
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- Exaneous Variables
10. Review of the last course
- Chapter 3 Variables and Hypotheses
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- Quantitative vs Categorical Variables
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- Vary in degree / do not vary in degree
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- Independent vs Dependent Variables
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- Study its effect / presumed to be affected
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- Moderator Variables
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- Exaneous Variables
11. Review of the last course
- Chapter 3 Variables and Hypotheses
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- Quantitative vs Categorical Variables
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- Vary in degree / do not vary in degree
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- Independent vs Dependent Variables
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- Study its effect / presumed to be affected
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- Moderator Variables
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- Exaneous Variables
Are secondary school students physicsperformancesinfluenced by theirgender ? Worden deleerprestatiesvan de middelbare school leerlingen beinvloed door hetgeslacht ?As above, the relationship is moderated bySES Homework, teacher, etc. 12. Review of the last course
- Chapter 3 Variables and Hypotheses
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- Advantages vs Disadvantages of stating hypotheses
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- Voordelen en Nadelen van het uitgaan van hypothesis
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- Think deeply / bias
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- Prediction / unnecessary for some research types
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- Significant Hypotheses
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- Directional vs Nondirectional Hypotheses
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- Richtinggevende vs. Niet richtinggevende
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13. Review of the last course
- Chapter 3 Variables and Hypotheses
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- Advantages vs Disadvantages of stating hypotheses
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- Think deeply / bias
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- Prediction / unnecessary for some research types
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- Significant Hypotheses
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- Directional vs Nondirectional Hypotheses
In secondary school physics problem-solving, the learning performances of students learning via computersare differentin comparison with that of students learning in face-to-face learning.Voor het oplossen van natuurkundenproblemen op de middelbare school, is de leerprestatie van de leerlingen die computers gebruikenbeter dandie van leerlingen die leren met behulp van face-to-face leren. 14. Todays course
- Chapter 7 Instrumentation
- Chapter 8 Validity and Reliability
- Chapter 9 Internal Validity
15. Chapter 7 Instrumentation
- 7.1 Data
- 7.2 Data Collection
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- 7.2.1 Where will the data be collected?
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- Waar kunnen wij de data verzamelen
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- 7.2.2 When will the data be collected?
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- Wanneer kunnen we de data verzamelen
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- 7.2.3 How often are the data to be collected?
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- Hoe vaak worden de data verzameld
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- 7.2.4 Who is to collect the data?
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- Wie verzamelt de data?
- 7.3 Validity, Reliability, Objectivity, Usability
16. Chapter 7 Instrumentation 7.3.1 Validity: is an important consideration in the choice of an instrument to be used in a research investigation 7.3.2 Reliability: is another important consideration, since researchers want consistent results from instrumentation 7.3.3 Objectivity: refers to the absence of subjective judgments Belangrijk als je een instrument kiest voor een onderzoek Belangrijk als je een betrouwbare instrument wilt Er is geen subjectieve oordeel. 17. Chapter 7 Instrumentation
- 7.3.4 Usability: how easy the instrument will actually be to use.
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- Is het gebruiksvriendelijk?
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- How long will it take to administer?
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- Hoe lang duurt het uitvoeren?
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- Are the directions clear?
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- Zijn de aanwijzingen duidelijk?
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- How easy is it to score?
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- Is het gemakkelijk te scoren?
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- Do equivalent forms exist?
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- Is er een gelijkwaardigevorm?
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- Have any problems been reported by others who used it?
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- Hebben anderen die het gebruikt hebben problemen gemeld?
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18. Chapter 7 Instrumentation
- 7.4 Who provides you the information?
- Wie biedt de informatie?
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- the researcher (observation) De onderzoeker (observatie)
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- the subject (test, questionnaire, log book) De subject
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- the informant (teacher, parents, interviewee) De informant
- Example
- A researcher in an elementary school administers a weekly maths test that requires students to solve maths problems correctly.
A researchers asks teachers to use a rating scale to rate each of their students on their phonic reading skills.Subject Informant 19. Chapter 7 Instrumentation
- Who provides you the information?
- Wie biedt de informatie?
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- the researcher (observation) De onderzoeker (observatie)
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- the subject (test, questionnaire, log book) De subject
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- the informant (teacher, parents, interviewee) De informant
- 7.5 Where can you get the instrument?
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- Waar kan ik het instrument krijgen?
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- b.v. Eric database
20. Chapter 7 Instrumentation
- Who provides you the information?
- Wie biedt de informatie?
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- the researcher (observation) De onderzoeker (observatie)
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- the subject (test, questionnaire, log book) De subject
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- the informant (teacher, parents, interviewee) De informant
- Where can you get the instrument?
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- Waar kan ik hetinstrument krijgen?
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- b.v. Eric database
- 7.6 Voorbeeld van Data-Collection Instruments
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- Rating scales, interview list, observation form, flow chart, behavior checklist, anecdotal information, time-and motion log
21. Chapter 7 Instrumentation
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- Rating scales
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- interview list
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- observation form
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- flow chart
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- behavior checklist
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- anecdotal information
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- time-and motion log
Instructions: For each of the behaviors listed below, circle the appropriate number, usingthe following key: 5 = Excellent, 4 = AboveAverage, 3 = Average, 2 = Below Average, 1 = Poor. A. Explains course material clearly. 1 2 3 4 5 B. Establishes rapport with students. 1 2 3 4 5 C. Asks high-level questions. 1 2 3 4 5 D. Varies class activities. 1 2 3 4 5 Researcher 22. Chapter 7 Instrumentation
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- Rating scales
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- interview list
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- observation form
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- flow chart
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- behavior checklist
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- anecdotal information
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- time-and motion log
Researcher 23. Chapter 7 Instrumentation
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- Rating scales
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- interview list
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- observation form
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- flow chart
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- behavior checklist
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- anecdotal information
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- time-and motion log
Researcher 24. Chapter 7 Instrumentation
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- Rating scales
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- interview list
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- observation form
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- flow chart
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- behavior
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- checklist
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- anecdotal information
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- time-and motion log
Researcher 25. Chapter 7 Instrumentation
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- Rating scales
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- interview list
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- observation form
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- flow chart
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- behavior checklist
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- anecdotal information
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- time-and motion log
Researcher 26. Chapter 7 Instrumentation
- 7.7 Examples of Data-Collection Instruments
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- 7.7.1 The researcher himself
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- Rating scales, interview list, observation form, flow chart, behaviour checklist, anecdotal information, time-and motion log
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- 7.7.2 The subject himself
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- Questionnaire, behaviour checklist, attitude scale, performance, competence test, projective test, socio-gram
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27. Chapter 7 Instrumentation
- 7.7.3 Examples of Data-Collection Instruments
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- The research himself
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- Rating scales, interview list, observation form, flow chart, behavior checklist, anecdotal information, time-and motion log
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- The subject himself
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- Questionnaire,behavior checklist, attitude scale, performance, competence test, projective test, socio-gram
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Teachers unions should be abolished. Strongly Strongly agree Agree Undecided Disagree disagree (5) (4) (3) (2) (1) Subject 28. Chapter 7 Instrumentation
- Examples of Data-Collection Instruments
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- The subject himself
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- Questionnaire,behavior checklist , attitude scale, performance, competence test, projective test, socio-gram
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Subject 29. Chapter 7 Instrumentation
- Examples of Data-Collection Instruments
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- The subject himself
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- Questionnaire, behavior checklist, attitude scale,performance , competence test, projective test, socio-gram
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Subject 30. Chapter 7 Instrumentation
- 7.8 Item-format
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- True-false
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- Matching
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- Interpretative exercises
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- Multiple Choice
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- Short-answer items
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- Essay questions
selection supply 31. Chapter 7 Instrumentation
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- 7.9 Unobtrusive Measures
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- To eliminate the reactive effect,data collection procedure that involveno intrusioninto the naturally occurring course of events.
32. Chapter 7 Instrumentation
- 7.10 Types of Scores
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- Raw
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- Derived scores: percentile ranks, standard scores
- 7.11 Norm-referenced vs Criterion-referenced instruments
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- Norm: score compared with a norm group
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- Criterion: score compared with a goal or target that each learner achieves
33. Chapter 7 Instrumentation
- Norm-referenced vs Criterion-referenced instruments
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- Norm: score compared with a norm group
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- Criterion: score compared with a goal or target that each learner achieves
Hesolved at least 75% of the problemsandscored above 90 percent of all the students in the class .Criterion-referenced Norm-referenced 34. Chapter 7 Instrumentation
- 7.12 Measurement Scales
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- Nominal
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- Ordinal
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- Interval
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- Ratio
35. Chapter 7 Instrumentation
- Measurement Scales
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- Nominal
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- Ordinal
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- Interval
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- Ratio
Measurement Scale Characteristics Nominal Groups and labels data only; reports frequencies or percentages. Ordinal Ranks data; uses numbers only toindicate ranking. Interval Assumes that equal differences betweenscores really mean equal differences inthe variable used. Ratio All of the above, plus true zero point. 36. Nominal:Ordinal:No logical order Ranked or ordered Chapter 7 Instrumentation 37. Chapter 7 Instrumentation
- Measurement Scales
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- Nominal
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- Ordinal
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- Interval
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- Ratio
38. Chapter 8 Validity and Reliability
- 8.1 Basic concepts
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- Validity: appropriate, meaningful, correct, useful
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- Reliability: the consistency of one item/instrument to another
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- Objectivity:
39. Chapter 8 Validity and Reliability
- 8.2 Validity
- Do the results of the assessment provide useful information about the topic or variable being measured?
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- 8.2.1 Content-related evidence of validity
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- 8.2.2 Criterion-related evidence of validity
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- 8.2.3 Construct-related evidence of validity
40. Chapter 8 Validity and Reliability
- 8.2 Validity
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- 8.2.1 Content-related evidence of validity
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- Content and format of the instrument
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41. Chapter 8 Validity and Reliability
- 8.2 Validity
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- Content-related evidence of validity
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- Content and format of the instrument
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- 8.2.2 Criterion-related evidence of validity
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- Relationship between scores obtained using the instrument and scores obtained from other instruments predictive /concurrent
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42. Chapter 8 Validity and Reliability
- 8.2 Validity
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- Content-related evidence of validity
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- Content and format of the instrument
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- Criterion-related evidence of validity
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- Relationship between scores obtained using the instrument and scores obtained predictive /concurrent
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- 8.2.3 Construct-related evidence of validity
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- Psychological construct being measured by the instrument
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43. Chapter 8 Validity and Reliability
- 8.3 Reliability
Validity Instrument A Instrument B 44. Chapter 8 Validity and Reliability
- 8.3 Reliability
Instrument A Instrument A Week1 Week2
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- Can be reliable, but not valid
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- If unreliable, must not be valid
Validity 45. Chapter 8 Validity and Reliability
- 8.3 Reliability
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- 8.3.1 Errors of Measurement
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- 8.3.2 Reliability Coefficient
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- Test-retest
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- Equivalent-form method
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- Internal-consistency method
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- Split-half procedure
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- Kuder-Richardson Approaches
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- Cronbachs
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46. Chapter 8 Validity and Reliability
- 8.3 Reliability
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- Can be reliable, but not valid
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- If unreliable, must not be valid
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- 8.3.1 Errors of Measurement
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- 8.3.2 Reliability Coefficient
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- 8.3.3 Some rules of thumb of Reliability Coefficient
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- >.80
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- Attitude scale: >.60
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- Apitude test: >.80
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- High stakes: >.95
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47. Chapter 9 Internal Validity
- 9.1 Internal Validity
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- Observed differences on the dependent variable are directly related to the independent variable
- 9.2 Threats to Internal Validity
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- Subject Characteristics
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- Mortality: loss of subjects
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- Location:
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- Instrumentation: Instrument decay, data collector characteristics or bias
48. Chapter 9 Internal Validity
- Internal Validity
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- Observed differences on the dependent variable are directly related to the independent variable
- Threats to Internal Validity
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- Subject Characteristics
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- Mortality: loss of subjects
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- Location:
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- Instrumentation: Instrument decay, data collector characteristics or bias
49. Chapter 9 Internal Validity
- 9.1 Internal Validity
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- Observed differences on the dependent variable are directly related to the independent variable
- 9.2 Threats to Internal Validity
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- Subject Characteristics
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- Mortality: loss of subjects
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- Location:
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- Instrumentation:
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- Instrument decay
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- data collector characteristics
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- data collector bias
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50. Chapter 9 Internal Validity
- Internal Validity
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- Observed differences on the dependent variable are directly related to the independent variable
- 9.2 Threats to Internal Validity
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- Subject Characteristics
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- Mortality: loss of subjects
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- Location:
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- Instrumentation:
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- Instrument decay
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- data collector characteristics
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- data collector bias
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51. Chapter 9 Internal Validity
- 9.2 Threats to Internal Validity
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- Subject Characteristics
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- Mortality: loss of subjects
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- Location:
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- Instrumentation: Instrument decay, data collector characteristics or bias
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- Testing: e.g. pretest
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- History:
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- Maturation: aging or experiences of the subjects change
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- Attitudes: Hawthorne effect; John Henry
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- Regression: laag hoog, hoog laag
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- Implementation:
52. Chapter 9 Internal Validity
- 9.2 Threats to Internal Validity
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- Testing: e.g. pretest
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- History:
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- Maturation: aging or experiences of the subjects change
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- Attitudes: Hawthorne effect; John Henry
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- Regression: laag hoog, hoog laag
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- Implementation:
53. Chapter 9 Internal Validity
- 9.2 Threats to Internal Validity
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- Testing: e.g. pretest
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- History:
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- Maturation: aging or experiences of the subjects change
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- Attitudes: Hawthorne effect; John Henry
Hawthorne effect John Henry effect 54. Chapter 9 Internal Validity
- 9.3 How to minimize these threats
55. Todays course
- 7 Instrumentation
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- Data
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- Data collection
- 8 Validity and Reliability
- 9 Internal Reliability