1. Catching Up: Review

2. Measurement: “Rules for assigning numbers to objects
(or concepts) to represent quantities of attributes.”

3. Measurment Names and symbols are arbitrary.
But to be a true number scale the symbols
must follow some logical
and
systematic arrangement.

4. Numbers can be assigned using… Scales:
“A scale is the continuum upon which
measurements are located.”
Some very common scales:

5. Scales:
Likert Scale
Is a statement (not a question) followed by five categories of
agreement.

6. Scales: Likert Scale Ice cream is good for breakfast.
1. Strongly disagree
2. Disagree
3. Neither agree nor disagree
4. Agree
5. Strongly agree

7. Scales:
Likert Scale

8. Scales:
Likert Scale

9. Scales: Likert-like

10. Scales:

11. Typically: Opposite adjectives
Scales:
Semantic scales:
Typically: Opposite adjectives
separated by 7 selection points.

12. Scales:

13. Semantic
scales:

15. Semantic
scales:

16. Hybrid
Scales:

17. Measurement Characteristics:

18. Measurement characteristics:
Y = x(true) + x(sy-error) + x(random)

19. Measurement characteristics:
Y = x(true) + x(sy-error) + x(random)
Systematic error can be eliminated.

20. Measurement characteristics:
Y = x(true) + x(sy-error) + x(random)
Random error cannot be eliminated.

21. Measurement characteristics:
Y = x(true) + x(sy-error) + x(random)
If a sample is taken to estimate an answer:
another form of error is added……

22. Measurement characteristics:
This is called a Sampling Error
Y = x(true) + x(sy-error) + x(random) + x(sampling error)
If you take a sample… you will create a sampling error!

23. WHY? You and a friend (in the same class) take the
same exam at the same time and
get different grades.
WHY?

24. Take a piece of paper…
write down five different reasons
why these two friends taking the same class
would get different grades...
What then did the grade actually measure?
Write down a definition of a “grade.”
If you suggested that a “grade” is a measurement
of what a student knows, how many “grades” would
you suggest need to be taken in order to be confident that
the student actually knows what the grades indicate
that they know?

25. Measurement characteristics:
Reliability

26. Measurement characteristics:
Validity
Before validity can be established, it is necessary to
show that measurements have reliability.
A measurement can be reliable without being
valid, but it cannot be judged to be valid without
reliability.

27. Measurement characteristics:
Reliability
Stability

28. Measurement characteristics:
Reliability
Stability
Test-retest
Equivalent forms

29. Measurement characteristics:
Reliability
Stability
Test-retest
Equivalent forms
2. Equivalence

30. Measurement characteristics:
Reliability
Stability
Ttest-retest
Equivalent forms
2. Equivalence
a. Kuder-Richardson
b. Cronbach’s Alpha

31. Measurement characteristics:
Reliability
Stability
Test-retest
Equivalent forms
2. Equivalence
a. Kuder-Richardson
b. Cronbach’s Alpha
Lee Cronbach

32. Measurement characteristics:
Reliability
Stability
Test-retest
Equivalent forms
2. Equivalence
a. Kuder-Richardson
b. Cronbach’s Alpha
Learn, Effective, & Like the instructor

33. Measurement characteristics:
Reliability
Stability
Test-retest
Equivalent forms
2. Equivalence
a. Kuder-Richardson
b. Cronbach’s Alpha
3. Inter-rater Consistency
a. Krippendorff’s Alpha
Klaus Krippendorff
1932 -

34. the true variance over the total variance created by the instrument.
The reliability coefficient is simply a proportion.
It is the ratio of
the true variance over the total variance created by the instrument.
If rxx = 0.70, then 70% of the variance
of the instrument can be seen
as being created by what was being measured,
and 30% by everything else.

35. Measurement characteristics:
If a measurement is reliable, it
may be valid:
But there are many ways that
a measurement could be valid or invalid.

36. Measurement characteristics:
Validity
Face validity

38. Measurement characteristics:
Validity
Face
Content

40. Measurement characteristics:
Validity
Face
Content
Criteria

41. Measurement characteristics:
Validity
Face
Content
Criteria
a. Concurrent
b. Predictive

43. Measurement characteristics:
Validity
Face
Content
Criteria
a. Concurrent
b. Predictive
4. Construct

44. Measurement characteristics:
Validity
Face
Content
Criteria
a. Concurrent
b. Predictive
4. Construct

46. Measurement characteristics:
Validity
Face
Content
Criteria
a. Concurrent
b. Predictive
4. Construct
a. Convergent

47. Measurement characteristics:
Validity
Face
Content
Criteria
a. Concurrent
b. Predictive
4. Construct
a. Convergent
b. Divergent

48. Measurement characteristics:
Validity
Face
Content
Criteria
a. Concurrent
b. Predictive
4. Construct
a. Convergent
b. Divergent
c. Discriminant

49. Measurement characteristics:
Validity
Face
Content
Criteria
a. Concurrent
b. Predictive
4. Construct
a. Convergent
b. Divergent
c. Discriminant
d. Nomological

50. Measurement characteristics:
Validity
Face
Content
Criteria
a. Concurrent
b. Predictive
4. Construct
5. Utilitarian (?)
A measurement may satisfy a utilitarian goal
independently of any validity of the actual measurement.

51. Hypothetical Constructs!
It is very important
that we can measure
Hypothetical Constructs!

52. HOW it is measured. In practical terms, a construct is defined by
This is called an:
“Operational Definition.”

53. That depends upon how it is measured!
Is an electron a particle or
Is it a wave?
That depends upon how it is measured!

55. Percy W. Bridgman
Operationalization is the process of defining a fuzzy concept so as to make the concept measurable in form of variables consisting of specific observations. In a wider sense it refers to the process of specifying the extension of a concept.

56. Intelligence could be defined as how fast (RT)
a person solves a puzzle….

57. Or intelligence could be defined as not
getting cheated at the car dealership.