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3 edition of Using qualitative techniques to assess the validity of teachers" responses to survey items found in the catalog.

Using qualitative techniques to assess the validity of teachers" responses to survey items

Using qualitative techniques to assess the validity of teachers" responses to survey items

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Published by U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center in [Washington, DC] .
Written in English

    Subjects:
  • Teachers -- Interviews.,
  • Educational surveys.

  • Edition Notes

    StatementEric Camburn, Richard Correnti, and James Taylor.
    GenreInterviews.
    ContributionsCorrenti, Richard., Taylor, James., Educational Resources Information Center (U.S.)
    The Physical Object
    FormatMicroform
    Pagination1 v.
    ID Numbers
    Open LibraryOL18347049M

    Studies that specifically explain how alternative explanations were ruled out are more likely to have internal validity. Ask open-ended questions. The author has conducted all three types of interviews, and has found that semi-structured interviews — having clear questions and goals for the interview, but conducting it in an informal way, with room for pursuing tangents and some simple friendly conversation — is generally productive. For example, a place might like the taste of chocolate evaluative but not eat it often activity. Or imagine that a researcher develops a new measure of physical risk taking.

    Interpretation of records, transcripts, etc. Threats that occur during data processing and analysis include: Coding errors - Coding errors that are systematic as compared to those that are random are especially problematic. The skills of the interviewer at making people comfortable — at least partially by being comfortable herself — are important here. If trained facilitators are available, focus groups can be a good way to get accurate information about an issue.

    This should be separate from the recording of the observation itself, and, in the ideal, should not influence the objective recording of what was observed. For example, there are ways to split a set of 10 items into two sets of five. This is an extremely important point. But other constructs are not assumed to be stable over time. Objectivity, attention to detail, curiosity, and the continuous processing of information in order to generate the next question or observation are all part of the investigative mindset, which they should be encouraged to develop.


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Using qualitative techniques to assess the validity of teachers" responses to survey items Download PDF Ebook

At Colorado State University, two primary quantitative assessment methods are used to examine apartment life on campus. There are many threats to construct validity.

Internal Validity refers to whether the outcomes observed in a study are due to the independent variables or experimental manipulations investigated in the study and not to some other factor or set of factors.

Measures that include too few items to adequately represent the construct pose a threat as do measures that include items that tap other constructs. Qualitative inquiry and research design: choosing among five traditions. However, leaders in the assessment arena suggest that qualitative approaches such as portfolios are more mature Using qualitative techniques to assess the validity of teachers responses to survey items book to assess student learning and best support efforts to improve learning.

These may be structured interviews, where the questions are determined beforehand, or unstructured conversations that are allowed to range wherever the interviewee wants to go in relation to the general topic. Open-ended questions can also be given to students at the conclusion of a program or an Using qualitative techniques to assess the validity of teachers responses to survey items book to receive quick and immediate feedback.

Such methods are unscientific and do not objectively measure attitudes in the same way as a Likert scale. Sampling Validity similar to content validity ensures that the measure covers the broad range of areas within the concept under study.

There is little professional support for the use of figure drawing, so the examples that follow should be interpreted with caution. Assessing for learning: Building a sustainable commitment across the institution Sterling, VA: Stylus.

Like test-retest reliability, internal consistency can only be assessed by collecting and analyzing data. For example, in a longitudinal study of the effects of a school lunch program on children's academic achievement, the validity of the findings could be problematic if the most disadvantaged children in the program left the study at a higher rate than other children.

Methods in Behavioral Research 7th ed. For example, a study may show that a new curriculum had a significant positive effect on children's reading comprehension.

In keeping a record of observations, many methods can be used. Most people would expect a self-esteem questionnaire to include items about whether they see themselves as a person of worth and whether they think they have good qualities. Petty, R. Most of these guidelines hold equally for using quantitative methods as well.

If it does, the question may not be whom you want to observe, but rather what activity or situation you want to observe.

It moves towards a lower level of abstraction. This equally holds true for qualitative surveys and statistical surveys.

There are a number of qualitative methods that can be used in assessment of issues or community needs. Scientists, for instance, aim to be objective, and to understand the way things really are, rather than the way the scientists or others want them to be, or think they might be.

As an example: habitual benzodiazepine use is an object. In this way much of analysis may have been performed during the data collection itself, with little need for more analysis afterwards. The HTP, though mostly given to children and adolescents, is appropriate for anyone over the age of three. As a result, findings from the study may be biased sample selection bias and do not accurately represent the population.

This should be separate from the recording of the observation itself, and, in the ideal, should not influence the objective recording of what was observed. When using tools, higher scores indicate higher quality research.Using qualitative methods to assess impact Jean Ellis, NCVO Charities Evaluation Services associate July 1.

Introduction Voluntary sector organisations are being urged to provide more convincing evidence of their impact – and with good reason, given that funders and commissioners want. The current study seeks to fill this gap in the literature by using quantitative methods to study the link between student academic achievement and teacher classroom practices, as well as other aspects of teaching, such as the professional development teachers receive in support of.

Sep 14,  · Qualitative research typically focuses on collecting very detailed information on a few cases and often addresses meaning, rather than objectively identifiable factors. This means that typical markers of research quality for quantitative studies, such as validity and reliability, cannot be used to assess qualitative research.Pdf qualitative research to inform survey development on nicotine dependence among adolescents.

Nichter M(1), Nichter M, Thompson PJ, Shiffman S, Moscicki AB. Author information: (1)Department of Anthropology, E South Campus Drive, Building #30, University of Cited by: Volume 11, No.

2, Art. 11 – May The Logic of Qualitative Survey Download pdf and its Position in the Field of Social Research Methods.

Quantitative and Qualitative and Assessment Methods

Harrie Jansen. Abstract: Many qualitative studies describe the diversity of certain cognitions or behaviors in a population by means of semi-structured interviews with a small sample of population members.A Ebook STUDY OF SECONDARY MATHEMATICS TEACHERS’ QUESTIONING, RESPONSES, AND PERCEIVED INFLUENCES by Melissa Joan McAninch A thesis submitted in partial fulfillment of the requirements for Doctor of Philosophy degree in Teaching and Learning (Mathematics Education) in the Graduate College of the University of Iowa May Author: Melissa Joan McAninch.

Developing a Survey Instrument