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BIOL1900 > MEASUREMENT > Flashcards

MEASUREMENT Flashcards

1
Q

Systematic error vs random error

A

Systematic errors are repeated in the same way throughout an investigation (using a balance incorrectly in the same way for each measurement) this can be corrected - precision describes how repeatable they are

Random error: cannot easily be corrected as it affects measurements differently

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2
Q

Example of nominal scale of measurement

A

Gender

Days of the week

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3
Q

Example of ordinal level of measurement

A

Rankings

Rating scales

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4
Q

Example of interval levels of measurement

A

Rating scales

Temperature

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5
Q

Example of ratio levels of measurement

A

Timing

Quantities: height,weight,age,length

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6
Q

How are constraints considered measurement concerns

A

Amount of time, money , available participants , equipment multiple ways to measure any construct

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7
Q 
How do we know we are measuring the concept? 
How valid (VALIDITY)
A

Is there a degree of fit between constrict and indicator?

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8
Q

RELIABILITY

Are our measurements consistent and dependable?

A

Will respondents answer in the same way if asked again?

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9
Q

What are the branches of validity? (hint: 4)

give a brief example of each

A

Face validity: extent to which a tool APPEARS to measure what it’s suppose to
Content validity: extent to which items are relevant to the content being measured
Criterion validity/ predictive validity: extent to which responses on a measure can predict future behaviour
Construct validity: extent to which a tool measures an underlying construct

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10
Q

What is face validity

A
  • when a tool subjectively appears to measure a construct
  • not a good way to measure validity
  • it involves peoples opinions and opinions can be wrong

“On the face of it”
Subjective assessment ( by researcher, experts)
Weak subjective method but a first step

Example: measuring interviewer skill
Maintain eye contact
Use neutral probes

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11
Q

What is content validity and an example ?

A
  • extent to which the individual items on a test are relevant to the content area it is testing
  • Does the measure cover the entire range of meanings included in the concept?
  • Based on judgement

Example: you wouldn’t put a spelling question on a math test

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12
Q

What is criterion validity?

what are the three types of criterion validity?

A

Checking against an external criterion believed to be another indicator of same construct

Predictive validity
Concurrent validity
Known groups validity

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13
Q

What is predictive validity

give an example

A
  • a type of criterion validity
  • when a tool can predict certain behaviors
  • does the measure predict some future criterion that it’s expected to predict?

Example: does attendance at biol1900 lectures accurately predict student performance on exams?

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14
Q

Concurrent validity

A
  • a type of criterion validity
  • does the measure relate to some known criterion concurrently?

example: Do scores on a measure of health-related quality of life correspond to the ratings based on clinician interviews?

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15
Q

Known groups validity (hint: type of … validity)
(hint: differentiate)
give an example

A
  • type of criterion validity
  • does the measure differentiate people in the way you would expect?

example: Does grip strength differentiate between those of low and high risk of cardiovascular mortality?

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16
Q 
Construct validity (hint: how does it relate to other constructs?)
what are two types of construct validity?
A
  • extent to which a tool measures a construct
  • hard to prove
  • Relates to other constructs in a way that is expected based on theoretical relationships

Convergent validity
Divergent validity

17
Q

Convergent validity (hint: type of … validity)
What is convergent validity associated with?
Give an example

A
  • type of construct validity
  • Associated with other measures that it should be related to

example: Do scores on a vertical jump test correspond to wall sit test times (leg strength)

18
Q 
Divergent validity (hint: type of ... validity) 
give an example
A
  • type of construct validity
  • Does not associate with measures of other constructs as closely as it does with other measures of same construct
    example: Do BSS scores relate more to measures of sit and reach than they do to standing long jump?
19
Q

What are the three main points (degrees) of reliability

A

Consistency
Repeatability
Agreement

20
Q

What is consistency (hint: one of the three main degrees of …)

A
  • a degree of reliability
  • Degree of consistency in a measurement
  • Do all items on the measure reflect the same underlying construct?
  • Internal consistency reliability (cronbachs alpha)
21
Q

What is the degree of repeatability of measurement (hint: one of the three main degrees of …)
give an example

A
  • reliability
  • Does the same measurement technique give the same result each time you use it
  • Test-retest reliability (Pearsons correlation, r)
22
Q

Problems with reliability (hint: 3 problems)

A
  • Internal consistency (difficult items, unrelated items) -Test retest (memory effects, practice effects, time interval)
  • Inter rater: (non standardised or no instructions, different experiences, need calibration)
23
Q

Type 1 error

A
  • Find a significant relationship but one does not exist in the real world
  • “false positive”: the error of rejecting a null
    hypothesis when it is actually true.
24
Q

Type 2 error

A
  • You find no significant relationship when one does exist in the real world
  • “false negative”: the error of not rejecting a null
    hypothesis when the alternative hypothesis is the true state of nature
25
Q

what is a construct

A

abstract ideas that are not observable

26
Q

what kind of validity measures how representative a research project is at ‘face value’

A

face validity

27
Q

Putting a spelling question on a maths test is an example of low….validity? and why?

A
  • low content validity

- because a spelling question is not relevant to the content a maths test is testing

28
Q

predictive validity, concurrent validity, and known groups validity are all a type of what validity?

A

criterion validity

29
Q

Does attendance at BIOL1900 lectures accurately predict student performance on exams?
What kind of validity would this represent and why?

A
  • Predictive validity

- The measure of lecture attendance is predicting certain future behaviours (exam results)

30
Q

What kind of validity encompasses the following question (and why):
Do scores on a measure of health-related quality of life correspond to the rating based on clinician interviews?

A
  • concurrent validity

- seeing if the measure (scores) relates to some known criteria (ratings) concurrently?

31
Q

which validity encompasses the question (and why): does grip strength differentiate between those of low and high risk of cardiovascular mortality?

A
  • known groups validity

- seeing if the measure differentiates people in a way expected

32
Q

convergent validity and divergent validity are an example of what validity?

A

construct validity

33
Q

what validity is the extent to which a tool measures a construct

A

construct validity

34
Q

what kind of validity encompasses (and why): do scores on a vertical jump test correspond to wall sit test (leg strength)

A
  • convergent validity

- association with other measures that it should be related to (both relate to the same measure of leg strength)

35
Q

which validity encompasses (and why) Do BSS scores relate more to measures of sit and reach than they do to standing long jump?

A
  • divergent validity
  • doesn’t associate with other measures as closely as it does with measures of the same construct (is BSS more related to flexibility or explosive leg power)?
36
Q

why is inter-rater reliability as issue?

A
  • non standardised or no instructions
  • different experiences
  • need calibration
37
Q

what does (Pearsons correlation, r) relate to

A
  • degree of repeat-ability in reliability
38
Q

what does (cronbachs alpha) relate to

A
  • internal consistency in reliability

BIOL1900 (6 decks)

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