WHAT ARE DATA?
• The term data refers to the kinds of information researchers obtain on the subjects
of their research.
INSTRUMENTATION
• The term instrumentation refers to the entire process of collecting data in a research
investigation.
VALIDITY AND RELIABILITY
• An important consideration in the choice of a research instrument is validity: the extent
to which results from it permit researchers to draw warranted conclusions about
the characteristics of the individuals studied.
• A reliable instrument is one that gives consistent results.
OBJECTIVITY AND USABILITY
• Whenever possible, researchers try to eliminate subjectivity from the judgments they
make about the achievement, performance, or characteristics of subjects.
• An important consideration for any researcher in choosing or designing an instrument
is its ease of use.
WAYS TO CLASSIFY INSTRUMENTS
• Research instruments can be classified in many ways. Some of the more common are
in terms of who provides the data, the method of data collection, who collects the
data, and what kind of response they require from the subjects.
• Research data are obtained by directly or indirectly assessing the subjects of a study.
• Self-report data are provided by the subjects of a study themselves.
• Informant data are provided by other people about the subjects of a study.
TYPES OF INSTRUMENTS
• There are many types of researcher-completed instruments. Some of the more commonly
used are rating scales, interview schedules, observation forms, tally sheets,
fl owcharts, performance checklists, anecdotal records, and time-and-motion logs.
• Many types of instruments are completed by the subjects of a study rather than the
researcher. Some of the more commonly used of this type are questionnaires; selfchecklists;
attitude scales; personality inventories; achievement, aptitude, and performance
tests; and projective and sociometric devices.
• The types of items or questions used in subject-completed instruments can take many
forms, but they all can be classified as either selection or supply items. Examples
of selection items include true-false items, multiple-choice items, matching items,
and interpretive exercises. Examples of supply items include short-answer items and
essay questions.
• An excellent source for locating already available tests is the ERIC database.
• Unobtrusive measures require no intrusion into the normal course of affairs.
NORM-REFERENCED VERSUS CRITERION-REFERENCED INSTRUMENTS
• Instruments that provide scores that compare individual scores to the scores of an
appropriate reference group are called norm-referenced instruments.
• Instruments that are based on a specific target for each learner to achieve are called
criterion-referenced instruments.
MEASUREMENT SCALES
• Four types of measurement scales—nominal, ordinal, interval, and ratio—are used
in educational research.
• A nominal scale uses numbers to indicate membership in one or more categories.
• An ordinal scale uses numbers to rank or order scores from high to low.
• An interval scale uses numbers to represent equal intervals in different segments on
a continuum.
• A ratio scale uses numbers to represent equal distances from a known zero point.
PREPARING DATA FOR ANALYSIS
• Collected data must be scored accurately and consistently.
• Once scored, data must be tabulated and coded.
• The term data refers to the kinds of information researchers obtain on the subjects
of their research.
INSTRUMENTATION
• The term instrumentation refers to the entire process of collecting data in a research
investigation.
VALIDITY AND RELIABILITY
• An important consideration in the choice of a research instrument is validity: the extent
to which results from it permit researchers to draw warranted conclusions about
the characteristics of the individuals studied.
• A reliable instrument is one that gives consistent results.
OBJECTIVITY AND USABILITY
• Whenever possible, researchers try to eliminate subjectivity from the judgments they
make about the achievement, performance, or characteristics of subjects.
• An important consideration for any researcher in choosing or designing an instrument
is its ease of use.
WAYS TO CLASSIFY INSTRUMENTS
• Research instruments can be classified in many ways. Some of the more common are
in terms of who provides the data, the method of data collection, who collects the
data, and what kind of response they require from the subjects.
• Research data are obtained by directly or indirectly assessing the subjects of a study.
• Self-report data are provided by the subjects of a study themselves.
• Informant data are provided by other people about the subjects of a study.
TYPES OF INSTRUMENTS
• There are many types of researcher-completed instruments. Some of the more commonly
used are rating scales, interview schedules, observation forms, tally sheets,
fl owcharts, performance checklists, anecdotal records, and time-and-motion logs.
• Many types of instruments are completed by the subjects of a study rather than the
researcher. Some of the more commonly used of this type are questionnaires; selfchecklists;
attitude scales; personality inventories; achievement, aptitude, and performance
tests; and projective and sociometric devices.
• The types of items or questions used in subject-completed instruments can take many
forms, but they all can be classified as either selection or supply items. Examples
of selection items include true-false items, multiple-choice items, matching items,
and interpretive exercises. Examples of supply items include short-answer items and
essay questions.
• An excellent source for locating already available tests is the ERIC database.
• Unobtrusive measures require no intrusion into the normal course of affairs.
NORM-REFERENCED VERSUS CRITERION-REFERENCED INSTRUMENTS
• Instruments that provide scores that compare individual scores to the scores of an
appropriate reference group are called norm-referenced instruments.
• Instruments that are based on a specific target for each learner to achieve are called
criterion-referenced instruments.
MEASUREMENT SCALES
• Four types of measurement scales—nominal, ordinal, interval, and ratio—are used
in educational research.
• A nominal scale uses numbers to indicate membership in one or more categories.
• An ordinal scale uses numbers to rank or order scores from high to low.
• An interval scale uses numbers to represent equal intervals in different segments on
a continuum.
• A ratio scale uses numbers to represent equal distances from a known zero point.
PREPARING DATA FOR ANALYSIS
• Collected data must be scored accurately and consistently.
• Once scored, data must be tabulated and coded.
No comments:
Post a Comment