1. Mastering Research Methods – Creative Ways to Teach Levels of Data Hosted by Joseph & Jim

2. Webinars Coming Soon Webinar Recordings/Resources www.tutor2u.net/psychology/series/cpd- webinar-recordings Wednesday 19 th October @ 4:30  How To Choose The Right Statistical Test. Sunday 23 rd October @ 7:30  Law & Order In The Classroom – Great Ways To Teach Forensic Psychology Sunday 23 rd October @ 8:30  What You Really Need To Know About Holistic Marking For AQA A-level Psychology.

3. Session Overview Why levels of measurement are important. How levels of measurement could be examined. 1.The Importance of Levels of Measurement Practical ideas / strategies for teaching levels of measurement. 1.Fun Ways to Teach Levels of Measurement

4. The Importance of Levels of Measurement Part 1  Why levels of measurement are important.  How levels of measurement could be examined. The Importance of Levels of Measurement

5. Why Levels Of Measurement Are Important The Specification:  Levels of measurement: nominal, ordinal and interval. Students are NOT required to make the distinction between interval and ratio data, and the distinction is often a confusing one! Ratio

6. Why Levels Of Measurement Are Important While levels of measurement do not appear in the new Sample Assessment Materials (SAMs) as a stand alone question – they are essential to answer any question on inferential tests – which appear in ALL three A-Level SAMs.  Paper 2 – Set 1 – Question 20 [4 marks]  Paper 2 – Set 2 – Question 14 [3 marks]  Paper 2 – Set 3 – Question 20 & 26 [3 marks & 12 marks]

7. The Decision Tree http://www.tutor2u.net/acatalog/Psychology- Classroom-Poster-Selecting-Statistical-Test.html

8. Paper 2 – SAM Set 1 Q20. Name an appropriate statistical test that could be used to analyse the number of verbal errors in Table 1. Explain why the test you have chosen would be a suitable test in this case. [4 marks]

9. Paper 2 – SAM Set 1 – Answer  1 mark for stating ‘unrelated t- test’ or Mann-Whitney  Interval data – as verbal errors are equal in size. (1)  Independent groups design. (1)  Test of difference. (1)

10. Paper 2 – SAM Set 2 Q14. The researchers decided to analyse the data using a Spearman’s rho test. Explain why this is a suitable choice of test for this investigation. (3 marks)

11. Paper 2 – SAM Set 2 – Answer Spearman’s rho because:  The data is correlational. (1)  Related pairs of data are used. (1)  The variables under examination are both measured at an ordinal level. (1)

12. Paper 2 – SAM Set 3 Q20. The students carried out a Chi-square test. Explain why the Chi- square test was an appropriate test to use in this case. (3 marks)

13. Paper 2 – SAM Set 3 – Answers Chi-square because:  The data is nominal. (1)  The design is independent – as the observation cannot appear in more than one cell. (1)  The students are looking for an association between two variables. (1)

14. Paper 2 – SAM Set 3 – Extended Response

15. Inferential statistics:  Test of difference  Data is ordinal level  Mann Whitney or Wilcoxon (depending on design chosen)

16. Optional Topics Inferential statistics questions also appear in the optional topics. SAM Set 3:  Gender Question 10.3 (4 marks)  Cognition Question 14.3 (4 marks)  Relationships Question 6.3 (4 marks)

17. The Importance of Levels of Measurement Part 1  Why levels of measurement are important.  How levels of measurement could be examined. The Importance of Levels of Measurement Any Questions?

18. Fun Ways to Teach Levels of Measurement Part 2  Practical teaching ideas/strategies for teaching levels of measurement. Fun Ways to Teach Levels of Measurement

19. Activity 1: Measuring Levels of Measurement The aim of this lesson is to provide teachers with a fun and interactive way of teaching levels of measurement. You will need:  Tape measure  Students  White board You don’t need a PowerPoint, although one is provided.

20. Activity 1: Measuring Levels of Measurement Part 1: Nominal Ask the students to form 2 groups – tall people (on the left of the room), short people (on the right of the room). No. of students Tall Short 10 6 Nominal

21. Activity 1: Measuring Levels of Measurement Part 2: Ordinal Select 10 students at random and ask them to form a line from tallest to shortest. RankName 1 2 3 4 5 6 7 8 9 10 Ordinal Michelle Joseph Jim Geoff Graham David Goliath Zeus Dumbledore Hagrid

22. Activity 1: Measuring Levels of Measurement Name Height (CM) 1 2 3 4 5 6 7 8 9 10 Interval Michelle Joseph Jim Geoff Graham David Goliath Zeus Dumbledore Hagrid 165 175 185.2 185.4 200 201 202 205 210 220 5 9 10 12 13 10 13 14 Part 3: Interval Ask the same 10 students to measure their height in CM and plot these on the whiteboard. Shoe

23. Activity 2: I Know My Data The purpose of this activity is to consolidate knowledge for the different levels of measurement.

24. Activity 2: I Know My Data

25. Activity 3: Levels of Measurement in Dogs The aim of this activity is to check that students understand nominal, ordinal or interval levels of measurement. You will need:  Pictures of dogs

26. Activity 3: Levels of Measurement in Dogs The students are required to come up with as many different levels of measurement as possible for:  Nominal  Ordinal  Interview Each unique answer gets a point.

27. Activity 3: Levels of Measurement in Dogs  Nominal = working dogs vs. pets; long hair vs. short hair; big ears vs. small ears.  Ordinal = ranked order of cuteness; order they would come in a race.  Interval = height in cm; weight in kg; quantity of food (in grams) eaten, etc.

28. Fun Ways to Teach Levels of Measurement Part 2  Practical teaching ideas/strategies for teaching levels of measurement. Fun Ways to Teach Levels of Measurement

29. Today’s Resources  Posted in our Facebook Groups.  Uploaded to our ‘CPD Webinar Recordings’ page for 8pm this evening.  www.tutor2u.net/psychol ogy/series/cpd-webinar- recordings www.tutor2u.net/psychol ogy/series/cpd-webinar- recordings

30. Strong Foundations – Student Workshop  22 nd November Portsmouth  23 rd November London (Fulham)  24 th November London (Stratford)  25 th November Cambridge  28 th November Bristol  29 th November Birmingham  30 th November Manchester  1 st December Leeds  2 nd December Gateshead

31. Strong Foundations – Student Workshop To book:  Visit www.tutor2u.net/eventswww.tutor2u.net/events  Email events@tutor2u.netevents@tutor2u.net

32.  Don’t forget to sign up for our future webinars: www.tutor2u.net/psychology/eventswww.tutor2u.net/psychology/events  Please follow us on Twitter @tutor2upsych and spread the word…  Join our Teacher FB Community, search: ‘AQA A Level Psychology Teachers’  Encourage your students to join our Student FB Community: ‘A Level Psychology Student Group’.  If you ever need any advice, support or guidance, email: joseph@tutor2u.net Any Questions?