Deck 5: Research Design and Measurement

Question 1

The process of developing clear, rigorous, systematic conceptual definitions for abstract ideas/concepts is called _____________.

A) organization
B) logic
C) clarification
D) conceptualization

Answer 1

D

Question 2

The process of moving from a construct's conceptual definition to specific activities or measures that allow a researcher to observe it empirically is called _______.

A) organization
B) operationalization
C) clarification
D) conceptualization

Answer 2

B

Question 3

According to the text, ____________ is the bedrock of quality scholarship.

A) clear conceptualization
B) clarification
C) operationalization
D) organization

Answer 3

A

Question 4

The definition of a variable in terms of the specific actions to measure or indicate it in the empirical world is called _____________.

A) operational definition
B) operationalization
C) clarification
D) clear conceptualization

Question 5

The dependability or consistency of the measure of a variable is called ____.

A) methodology
B) operationalization
C) reliability
D) clear conceptualization

Question 6

How well an empirical indicator and the conceptual definition of the construct that the indicator is supposed to measure fit together is called ________.

A) methodology
B) operationalization
C) reliability
D) validity

Question 7

Representative reliability is ________________

A) measurement reliability across time; a measure that yields consistent results at different time points, assuming what is being measured does not itself change
B) measurement reliability across groups; a measure that yields consistent results for various social groups
C) measurement reliability across indicators; a measure that yield consistent results using different specific indicators, assuming that all measure the same construct
D) how well an empirical indicator and the conceptual definition of the construct that the indicator is suppose to measure fit together

Question 8

Stability reliability is _______________.

A) measurement reliability across time; a measure that yields consistent results at different time points, assuming what is being measured does not itself change
B) measurement reliability across groups; a measure that yields consistent results for various social groups
C) measurement reliability across indicators; a measure that yield consistent results using different specific indicators, assuming that all measure the same construct
D) how well an empirical indicator and the conceptual definition of the construct that the indicator is suppose to measure fit together

Question 9

Equivalence reliability is ________________.

A) measurement reliability across time; a measure that yields consistent results at different time points, assuming what is being measured does not itself change
B) measurement reliability across groups; a measure that yields consistent results for various social groups
C) measurement reliability across indicators; a measure that yield consistent results using different specific indicators, assuming that all measure the same construct
D) how well an empirical indicator and the conceptual definition of the construct that the indicator is suppose to measure fit together

Question 10

When a researcher divides the indicators (questions) into two groups and determine whether both halves give the same results it is called _________.

A) equivalence
B) split-half method
C) grouping technique
D) dividing

Question 11

Construct validity is ______________.

A) a type of measurement validity in which an indicator makes sense as a measure of a construct in the judgment of others, especially in the scientific community
B) measurement validity that requires that a measure represent all the aspects of the conceptual definition of a construct
C) measurement validity that relies on some independent outside verification
D) a type of measurement validity that use multiple indicators and has two indicators and has two subtypes: how well indicators of one construct converge and how well indicators of different constructs diverge

Question 12

Face validity is ______________.

A) a type of measurement validity in which an indicator makes sense as a measure of a construct in the judgment of others, especially in the scientific community
B) measurement validity that requires that a measure represent all the aspects of the conceptual definition of a construct
C) measurement validity that relies on some independent outside verification
D) a type of measurement validity that use multiple indicators and has two indicators and has two subtypes: how well indicators of one construct converge and how well indicators of different constructs diverge

Question 13

Content validity is ______________.

A) a type of measurement validity in which an indicator makes sense as a measure of a construct in the judgment of others, especially in the scientific community
B) measurement validity that requires that a measure represent all the aspects of the conceptual definition of a construct
C) measurement validity that relies on some independent outside verification
D) a type of measurement validity that use multiple indicators and has two indicators and

Question 14

Criterion validity is ______________.

A) a type of measurement validity in which an indicator makes sense as a measure of a construct in the judgment of others, especially in the scientific community
B) measurement validity that requires that a measure represent all the aspects of the conceptual definition of a construct
C) measurement validity that relies on some independent outside verification
D) a type of measurement validity that use multiple indicators and has two indicators and has two subtypes: how well indicators of one construct converge and how well indicators of different constructs diverge

Question 15

Concurrent validity is ______________.

A) a type of measurement validity in which an indicator makes sense as a measure of a construct in the judgment of others, especially in the scientific community
B) measurement validity that requires that a measure represent all the aspects of the conceptual definition of a construct
C) measurement validity that relies on some independent outside verification
D) a measure validity that relies on a preexisting and already accepted measure to verify the indicator of a construct

Question 16

Predictive validity is ______________.

A) a type of measurement validity in which an indicator makes sense as a measure of a construct in the judgment of others, especially in the scientific community
B) a measure validity that relies on a preexisting and already accepted measure to verify the indicator of a construct
C) a measurement validity that relies on the occurrence of a future event or behavior that is logically consistent to verify the indicator of a construct
D) measurement validity that relies on some independent outside verification

Question 17

Convergent validity is _________________.

A) a type of measurement validity in which an indicator makes sense as a measure of a construct in the judgment of others, especially in the scientific community
B) a measurement validity that relies on the occurrence of a future event or behavior that is logically consistent to verify the indicator of a construct
C) measurement validity that relies on some independent outside verification
D) a type of measurement validity for multiple indicators based on the idea that indicators of one construct will act alike or converge.

Question 18

Discriminant validity is ___________________.

A) a type of measurement validity in which an indicator makes sense as a measure of a construct in the judgment of others, especially in the scientific community
B) a measurement validity that relies on the occurrence of a future event or behavior that is logically consistent to verify the indicator of a construct
C) measurement validity that relies on some independent outside verification
D) a measurement validity for multiple indicators based on the idea that indicators of different constructs diverge.

Question 19

An interval-level of measurement is _________________.

A) the lowest, least precise level of measurements for which there is a difference in type only among the categories of variable
B) a level of measurement that identifies a difference among categories of a variable and allows the categories to be rank ordered as well
C) a level of measurement that identifies differences among variable attributes, rank categories, and measures distance between categories, but there is no true zero
D) the highest, most precise level of measurement; variable attributes can be rank ordered, the distance between them precisely measured, and there is an absolute zero

Question 20

An ordinal-level of measurement is __________________.

A) the lowest, least precise level of measurements for which there is a difference in type only among the categories of variable
B) a level of measurement that identifies a difference among categories of a variable and allows the categories to be rank ordered as well
C) a level of measurement that identifies differences among variable attributes, rank categories, and measures distance between categories, but there is no true zero
D) the highest, most precise level of measurement; variable attributes can be rank ordered, the distance between them precisely measured, and there is an absolute zero

Question 21

A ratio-level of measurement is ___________________.

A) the lowest, least precise level of measurements for which there is a difference in type only among the categories of variable
B) a level of measurement that identifies a difference among categories of a variable and allows the categories to be rank ordered as well
C) a level of measurement that identifies differences among variable attributes, rank categories, and measures distance between categories, but there is no true zero
D) the highest, most precise level of measurement; variable attributes can be rank ordered, the distance between them precisely measured, and there is an absolute zero

Question 22

A nominal-level of measurement is ________________.

A) the lowest, least precise level of measurements for which there is a difference in type only among the categories of variable
B) a level of measurement that identifies a difference among categories of a variable and allows the categories to be rank ordered as well
C) a level of measurement that identifies differences among variable attributes, rank categories, and measures distance between categories, but there is no true zero
D) the highest, most precise level of measurement; variable attributes can be rank ordered, the distance between them precisely measured, and there Is an absolute zero

Question 23

Variables such as sex, religion, and race are _____________ measurements.

A) nominal-level measurements
B) ordinal-level measurements
C) ratio-level measurements
D) interval-level measurements

Question 24

The grade you receive in this course (A, B, C) is an example of _________.

A) nominal-level measurements
B) ordinal-level measurements
C) ratio-level measurements
D) interval-level measurements

Question 25

Today's temperature and IQ scores are an example of __________.

A) nominal-level measurements
B) ordinal-level measurements
C) ratio-level measurements
D) interval-level measurements

Question 26

Annual income and years of schooling are examples of ___________.

A) nominal-level measurements
B) ordinal-level measurements
C) ratio-level measurements
D) interval-level measurements

Question 27

Variables measured on a continuum in which an infinite number of finer gradations between variable attributes are possible are called _____________.

A) independent variables
B) discrete variables
C) continuous variables
D) dependent variables

Question 28

Variables in which the attributes can be measured with only a limited number of distinct, separate categories are called ________________.

A) independent variables
B) discrete variables
C) continuous variables
D) dependent variables

Question 29

A class of quantitative data measures often used in survey research that captures the intensity, direction, level, or potency of a variable construct along a continuum is called _______________. Most are at the ordinal level of measurement

A) a scale
B) an index
C) a weighted index
D) rates

Question 30

All of the following are ways to improve reliability EXCEPT

A) use pilot tests
B) use one indicator of the construct
C) use a precise level of measurement
D) clearly conceptualize constructs

Question 31

_______ is considered the principle that when using multiple indicators to measure a construct, all the indicators should consistently fit together and indicate a single construct?

A) Unidimensionality
B) Weighted index
C) Standardization
D) All of the above

Question 32

This is a scale often used in survey research in which people express attitudes or other responses in terms of ordinal-level categories that are ranked along a continuum?

A) Rates
B) Likert Scale
C) The Truth scale
D) None of the above

Question 33

The highest level/most precise level of measurement is called:

A) Categorical Variables
B) Ordinal Attributes
C) Nominal Measurement
D) Interval/Scale Measurements

Question 34

The lowest least precise level of measurement is called…?

A) Continuous Variables
B) Qualitative Research
C) Nominal Measurement
D) Scale

Question 35

A system for organizing information in the measurements of variables into four levels, from nominal level to ratio level is called ______________.

Question 36

Researchers verify equivalence reliability with the _____________.

Question 37

Validity means __________or truthfulness.

Question 38

A scale often used in survey research in which people express attitudes or other responses in terms of ordinal-level categories that are ranked along a continuum is called a ____________________.

Question 39

A scale in which the researcher gives a group of judges many items and asks them to sort the items into categories along a continuum, and then looks at sorting results to select items on which the judges are in agreement is called a ____________.

Question 40

The process of developing clear, rigorous, systematic conceptual definitions for abstract ideas/concepts is called _____________.

Question 41

______________ is a type of measurement validity in which an indicator makes sense as a measure of a construct in the judgment of others, especially in the scientific community.

Question 42

A measure validity that relies on a preexisting and already accepted measure to verify the indicator of a construct is called _____________.

Question 43

The grade you receive in this course (A, B, C) is an example of _________.

Question 44

The income that you receive this year is an example of __________.

Question 45

The dependability or consistency of the measure of a variable refers to its ______.

Question 46

______ is the principle that when using multiple indicators to measure a construct, all the indicators should consistently fit together and indicate a single construct.

Question 47

_____refers to the process of moving from a construct's conceptual definition to specific activities or measure that allows a researcher to observe it empirically.

Question 48

An _____ is a measuring technique in which a researcher adds or combines numerous indicators of a construct into a single score.

Question 49

According to the text, clear conceptualization is the process of developing clear, rigorous, systematic conceptual definitions for abstract ideas/concepts.

Question 50

The conceptualization process in qualitative research is the same as quantitative research.

Question 51

Perfect reliability and validity in the social sciences is possible to achieve with the correct research design.

Question 52

Reliability for the qualitative researcher simply means dependability or consistency.

Question 53

When we have reliability in a measurement, we also have validity.

Question 54

Religion is a good example of a nominal-level measurement variable.

Question 55

A person's height and weight are good examples of ratio-level measurements variables.

Question 56

Stability reliability refers to measurement reliability across time; measure that yields consistent results at different time points, assuming what is being measured does not itself change.

Question 57

Equivalence reliability is reliability across groups; a measure that yields consistent results for various social groups. An indicator has high representative reliability if it yields the same result for a construct when applied to different subpopulations.

Question 58

Content validity is measurement validity that relies on a preexisting and already accepted measure to verify the indicator of a construct.

Question 59

What are the three types of reliability? Explain each in detail.

Question 60

What are the four ways to improve reliability?

Question 61

What are the four types of validity? Describe each in detail.

Question 62

What are the four levels of measurement and why are each important to the data collection process?

Question 63

Define and discuss conceptualization and operationalization. Further, explain their importance in the data collection process.