 Nominal  Ordinal  Interval  Ratio

 Nominal – A, B, C, or 1, 2, 3  EX: 1 = boys, 2 = girls;  1 = in sports, 2 = not in sports;  1 = reduced lunch, 2 = not reduced lunch  1 = freshmen, 2 = sophomores, 3 = juniors, 4 = seniors  1 = American, 2 = Canadian, 3 = Mexican  1 = experimental group, 2 = control group

 Ordinal – Rank from first to last, best to worst. Items are ranked, but the distance between them is unknown and variable.  EX: 1 st in class, 2 nd in class, 3 rd in class  1 st place in race, 2 nd place, 3 rd place  No. #1 song, #2 song, #3 song  Valedictorian, Salutatorian

 Interval – Rank with equal intervals or distance between numbers; lacks an absolute-zero point  EX: A students, B students, C students, D students  Fahrenheit, Celsius, IQ,

 Ratio – Has all the properties of nominal, ordinal, interval scales plus an absolute- zero point  EX: A test where someone could miss all answers (number of right answers could equal zero)  Annual income, height, weight, response time

 Testing and assessment  Testing – measuring variables with a device  Assessment – gathering and integrating data – tests, interviews, observations – to make an evaluation  Traits and States  Traits – long-term characteristics  Free-floating anxiety  States – short-term characteristics  Situational anxiety

 Reliability – if the student takes the same test multiple times, does he get nearly identical scores  Test + retest has pollutants. Familiarity with the test if the time is too short, growth of the individual if the time is too long

 Split-Half Reliability – split the test in two  Ex: odd questions vs even questions, first 25 questions vs next 25 questions

 Validity – Does the test support the actions we take based on the scores  Does it test for the traits we were researching?  Gathering evidence supporting the score inference  EX: IQ of 130 assures success in college; if many show IQ of 130, but fail college, test may lack validity  EX: High scores on algebra aptitude test imply success in algebra class; use validity coefficient or expectancy data to determine. Kids fail algebra, problem with test

 Achievement tests measure degree of learning after a person has been exposed to a specific learning experience  Aptitude tests measure broader learning based on information acquired through a lifetime of learning

 SAT for college bound imply they will succeed  CSAT for teachers imply they will succeed  LSAT for law students imply they will succeed  MCAT for medical students imply they wil succeed