REMS

The pieces of information you collect and use to examine your topic, hypotheses, or observations

An abstraction that cannot be observed directly; it is a concept invented to explain behavior

In educational reserach, an ______ is a tool used to collect data.

A system of organizing data so that it may be inspected, analyzed, and interpreted

Also called a categorical variable because the values include two or more named categories. Include sex, employment status, matrial status, and type of school. Are often represented by numbers.

________ not only classifies persons or objects, it also ranks them. In other words ______ have, as their values, rankings in order from ighest to lowest or from most to least.

Has all the characteristics of nominal and ordinal variables, but its values also respresent equal intervals

has all the prperties of Nominal, Ordinal and Interval variables. Its mearsurment scale has a true zero point.

Hight, Weight, Time, Distance, and speed are exmaples of this variable.

As discussed in Chapter 1, the ____________________ in an experimental study is the variable hypthosized to depend on or to be caused by another variable, the _________.

A formal, systematic, usually paper and pencil procedure for gathering information about people's cognitive and affective characterisics.

a mental characterisitic related to intellect, such as achievement.

A mental characterisic related to emotion, such as attitude

A ______ is one that is administered, scored, and interpreted in the same way no matter where or when it is used.

A broad tem that encompasses the entire process of collecting, synthesizing, and interpreting information, whether formal or informal, numerical or textual.

The process of quantifying or scoring performace on an assessment instrument

Also known as authentic or alternative assessment, is a type of assessment that emphasizes a student process (lab demonstration, debate, oral speech or dramatic performance) or product (an essay, science fair project, a research report).

The number or point value of items a person answered correctly on an assessment.

A student's performance on an assessment is compared to the performance of others.

An individual's performance on an assessment is compared to a predetermined, external standard, rather than to the performance of others.

Involve measuring how an individual student's perfomance on a single assessment changes over time.

Measures intellectual processes, such as thinking, memorizing, problem solving, analyzing, reasoning, and applying information

Measures an individual's current proficiency in given areas of knowledge or skill

Yields multiple scores to facilitate identification of a student's weak and strong areas within the subject area.

commonly used to predict how well an individual is likely to perform in a future situation.

an assessment designed to measure affective characterisitics-- mental characterstics related to emotion such as attitude, interest, and value. _____ are often used in educational research and exist in many different formats

an instrument that measures what an individual believes, perceives, or feels about self, others, activities, institutions, or situations.

requires an individual to respond to a series of statements by indicating whether he or she strongly agrees, agrees, is undecided, disagrees, or strongly disagrees

requires an indiviual to indicate he or her attitude about a topic by selecting a position on a continuum that ranges from one bipolar adjective to another.

may also be used to measure a respondent's attitudes toward self, others, activities, institutions, or situations.

requires participants to select from a list of statements that represent different points of view on a topic.

requires participants to indicate personal likes and dislikes, such as the kinds of activities they prefer

includes questions or statements that describe behaviors or characteristics of certain personality traits.

a common problem with studies that use self-report instruments is the exisitence of a ______, the tendency of an individual to respond in a particular way to a variety of instruments.

both affective and cognitive instruments are also subject to

were developed in part to elimnate some of the problems inherent in the use of self-resport and forced-choice measures.

refers to the degree to wich a test measures what it is supposed to measure and, consequently, permits appropriate interpretation of scores.

The degree to which a test mearsures an intended content area

is concerned with whether the test items are relevant to the measurement of the intended content area

is concerned with how well the test samples the total content area being tested

refers to the degree to which a test appears to measure what it claims to measure

is determined by relating performance on a test to performance on a second test or other measure

is the degree to which scores on one test are related to scores on a similar, preexisiting test administered in the same time frame or to some other valid measure avaliable at the same time

the degree to which a test can predict how well an individual will do in a future situation

the variable upon which the prediction is based

in establishing the predicitve validity of a test, the first step is to indentify and carefully define the _____ or predicted variable, which mst be a valid measure of the performance to be predicted

reflects the degree to which a test measures an intended hypothetical construct

the extent to which an instrument creates harmful effects for the user

the degree to which a test consistently measures whatever it is measuring.

the degree to which scores on the same test are consistent over time.

the degree to which two similar forms of a test produce similar scores from a single group of test takers.

the measure of internal consistency that involves dividing a test into two halves and correlating the scores on the two halves

estimate internal consistency relablity by determining how all items on a test relate to all other test items and to the total test

refers to the consistency of two or more inedpendant scores, rather or observers

refers to the consistency of one individual's scoreing, rating, or observing over time.

an estimate of how often one can expect errors of a given size in an individual's test score