Guide to using the learning objectives
Pages 195-206
1. Define1 sensitive.
Explain2 the value of having a sensitive measure.
2. Explain2
why a more valid measure is likely to be a more sensitive measure. List1
two steps that can increase a measureÕs validity and sensitivity.
3. Explain 2why a more reliable
measure is likely to be a more sensitive measure. Describe2one
strategy you could use to determine whether a measure was reliable.
4. Explain2 why a measure that
produces a wide range of scores is more likely to be sensitive than one that
does not. Then, describe2 three strategies you could use to maximize
the chances that your measure will produce a wide range of scores.
5. Explain2 why pilot testing
is important in determining whether your measure is sensitive (use the terms floor
effect and ceiling effect in your answer).
Pages 206-219
6. Define1 nominal, ordinal,
interval, and ratio scales. Distinguish4
between the four scales of measurement (in making distinctions, be sure to rank
the scales in terms of the informativeness of the numbers they produce). State1
the minimum scale of measurement (nominal, ordinal, interval, or ratio) needed
to make each of the following types of comparisons:
a.
finding differences between conditions,
b. determining which conditions have more
of a quality,
c.
determining how much more of a quality one
condition has than another, and
d. determining how many times more of a
quality one condition has than another)
7. Explain2 why a ratio scale
measure of behavior might not be a ratio measure of a construct.
Pages 219-220
8. Define1 face validity. Contrast4
face validity with construct validity. Explain2why a measure with
face validity might be low in construct validity.