Deck 4: Measurement

Question 1

Interrater Reliability is a useful measurement tool when the researcher is interested in assessing the degree to which the ratings reflect the reality that was being measured.

Answer 1

True

Question 2

Face validity is less difficult to discern than content validity.

Answer 2

True

Question 3

Low levels of internal consistency are better as they demonstrate that the scale has individual questions addressing all the areas of interest for the researcher.

Answer 3

False

Question 4

Depression is an example of a concept with multiple dimensions.

Question 5

Scales are used to lessen problems of idiosyncratic variation in responses to single question indicators.

Question 6

Experienced researchers are capable of gathering data without any systematic or random error.

Question 7

Gender is a good example of an interval level of measurement.

Question 8

The administration of a scale to a research participant while he or she is engaged in two tasks simultaneously allows us to measure concurrent validity.

Question 9

Validity is the process by which the potential participant is given all the information they need to decide whether to participate in the study.

Question 10

Match the key term to its definition.
-Concept

A) The process of specifying what we mean by a term.
B) The process of linking abstract concepts to empirical indicants.
C) A mental image that summarizes a set of similar observations.
D) The process of specifying the operations that will indicate the value of cases on a variable.
E) The procedure for identifying or indicating the value of cases on a variable.

Question 11

Match the key term to its definition.
-Conceptualization

A) The process of specifying what we mean by a term.
B) The process of linking abstract concepts to empirical indicants.
C) A mental image that summarizes a set of similar observations.
D) The process of specifying the operations that will indicate the value of cases on a variable.
E) The procedure for identifying or indicating the value of cases on a variable.

Question 12

Match the key term to its definition.
-Operationalization

A) The process of specifying what we mean by a term.
B) The process of linking abstract concepts to empirical indicants.
C) A mental image that summarizes a set of similar observations.
D) The process of specifying the operations that will indicate the value of cases on a variable.
E) The procedure for identifying or indicating the value of cases on a variable.

Question 13

Match the key term to its definition.
-Measurement

A) The process of specifying what we mean by a term.
B) The process of linking abstract concepts to empirical indicants.
C) A mental image that summarizes a set of similar observations.
D) The process of specifying the operations that will indicate the value of cases on a variable.
E) The procedure for identifying or indicating the value of cases on a variable.

Question 14

Match the key term to its definition.
-Operation

A) The process of specifying what we mean by a term.
B) The process of linking abstract concepts to empirical indicants.
C) A mental image that summarizes a set of similar observations.
D) The process of specifying the operations that will indicate the value of cases on a variable.
E) The procedure for identifying or indicating the value of cases on a variable.

Question 15

Match the key term to its definition.
-Face validity

A) The results of one measure match those obtained with a more direct or an already validated measure of the same phenomena.
B) A measure obviously pertains to the meaning of the concept being measured more than to other concepts.
C) A measure is validated by being closely related to a criterion conducted at the same time.
D) A measure is validated by predicting scores on a criterion measured in the future.
E) A measure covers the full range of a concept's meaning.
F) A measure is validated by relating to other measures specified by a theory.

Question 16

Match the key term to its definition.
-Content validity

A) The results of one measure match those obtained with a more direct or an already validated measure of the same phenomena.
B) A measure obviously pertains to the meaning of the concept being measured more than to other concepts.
C) A measure is validated by being closely related to a criterion conducted at the same time.
D) A measure is validated by predicting scores on a criterion measured in the future.
E) A measure covers the full range of a concept's meaning.
F) A measure is validated by relating to other measures specified by a theory.

Question 17

Match the key term to its definition.
-Criterion validity

A) The results of one measure match those obtained with a more direct or an already validated measure of the same phenomena.
B) A measure obviously pertains to the meaning of the concept being measured more than to other concepts.
C) A measure is validated by being closely related to a criterion conducted at the same time.
D) A measure is validated by predicting scores on a criterion measured in the future.
E) A measure covers the full range of a concept's meaning.
F) A measure is validated by relating to other measures specified by a theory.

Question 18

Match the key term to its definition.
-Concurrent validity

A) The results of one measure match those obtained with a more direct or an already validated measure of the same phenomena.
B) A measure obviously pertains to the meaning of the concept being measured more than to other concepts.
C) A measure is validated by being closely related to a criterion conducted at the same time.
D) A measure is validated by predicting scores on a criterion measured in the future.
E) A measure covers the full range of a concept's meaning.
F) A measure is validated by relating to other measures specified by a theory.

Question 19

Match the key term to its definition.
-Predictive validity

A) The results of one measure match those obtained with a more direct or an already validated measure of the same phenomena.
B) A measure obviously pertains to the meaning of the concept being measured more than to other concepts.
C) A measure is validated by being closely related to a criterion conducted at the same time.
D) A measure is validated by predicting scores on a criterion measured in the future.
E) A measure covers the full range of a concept's meaning.
F) A measure is validated by relating to other measures specified by a theory.

Question 20

Match the key term to its definition.
-Construct validity

A) The results of one measure match those obtained with a more direct or an already validated measure of the same phenomena.
B) A measure obviously pertains to the meaning of the concept being measured more than to other concepts.
C) A measure is validated by being closely related to a criterion conducted at the same time.
D) A measure is validated by predicting scores on a criterion measured in the future.
E) A measure covers the full range of a concept's meaning.
F) A measure is validated by relating to other measures specified by a theory.

Question 21

Match the key term to its definition.
-Test-Retest Reliability

A) Testing unchanging phenomenon at two different times.
B) The association of answers to a set of questions designed to measure the same concept.
C) Comparison of subjects' answers to slightly different versions of survey questions.
D) Correspondence between measures made by different observers.

Question 22

Match the key term to its definition.
-Interitem Reliability

A) Testing unchanging phenomenon at two different times.
B) The association of answers to a set of questions designed to measure the same concept.
C) Comparison of subjects' answers to slightly different versions of survey questions.
D) Correspondence between measures made by different observers.

Question 23

Match the key term to its definition.
-Inter-Observer Reliability

A) Testing unchanging phenomenon at two different times.
B) The association of answers to a set of questions designed to measure the same concept.
C) Comparison of subjects' answers to slightly different versions of survey questions.
D) Correspondence between measures made by different observers.

Question 24

To reduce idiosyncratic variation in responses to individual questions, social work researchers use:

A) Test-retest reliability
B) Alternate forms reliability
C) Scales
D) Preexisting questions
E) Ratio levels of measurement

Question 25

Comparing a set of responses to depression and anxiety scales would allow one to determine whether which of these types of validity is present:

A) Known-groups validity
B) Convergent validity
C) Concurrent validity
D) Discriminant validity

Question 26

Explain the difference between concepts, conceptualization, and operationalization using the example of the concept of honesty.

Question 27

What are the advantages and disadvantages of using single questions rather than question sets to measure concepts?

Question 28

Construct a short survey of five questions designed to measure attitudes about gay couples adopting children. At least one question must be open ended, one must be closed-ended, and three or more questions must form an index or a scale. Discuss an alternative procedure to measure these attitudes, and how the survey would compare with this alternative procedure in terms of validity.

Question 29

The book states that it is important to try to always measure one's variables at the highest level possible. Why is this the case?
How would you decide on the "highest possible level" when preparing to being the data collection process?

Question 30

Detail the strengths and weaknesses of gathering each type of data. Is it easy to gather?
Is it difficult to decipher?
How well would it fit the research interests you could be pursuing?

Question 31

Propose measures of student satisfaction at the nominal, ordinal, and interval and ratio levels. Discuss the advantages and disadvantages of these measurement approaches. Suggest procedures for establishing validity and reliability of all of your satisfaction measures. Explain your rationale for each procedure.