LESSON 6
Tests vs Inventories
The term inventory us used rather than test when the instrument does not have correct or incorrect answers for the questions asked but serves to determine the extent to which the subject possesses certain qualities or interests.
Types of Tests and Inventories
* Achievement Tests - level of ability or proficiency
* Mental-Ability Tests - intelligent tests
* Aptitude Tests - what a person can accomplish with appropriate training
* Interest Inventories - what a person is interested in doing
* Personality Inventories - assess personality traits.
Sources of Information on Tests and Measures
* Test Collection Bulletin, Educational Testing Service
* Measures of Social Psychological Attitudes, Robinson et al.
* Tests and Measurements in Child Development, Johnson
* Mental Measurement Yearbooks, Buros
* Journal of Educational Measurement
* Review of Educational Research
* Etc.
Form for Evaluating Tests
Title
Publisher
Practical features
Cost
Time required
Description of items Directions
Mental traits
Equivalent forms
Author
Groups applicable
General types
Date of publication
Purpose
Item selection
Training required
Validity
Comments of reviewers
Types of Data
* Raw Score - total number of points
* Percentile - point on the scale at or below which a given percentage of scores fall
* Stanine Score - scale of nine intervals, each representing a half of a standard deviation
* Standard Score - tells how far from the mean a given score is
* Grade Level Score - average performance of individuals in relation to their school grade
Tests, Questionnaires and Attitudinal Measurements
When a person is going to obtain information from the public, they usually employ a test or questionnaire as a reference to measure the information.
Criteria for Constructing a Questionnaire
* Each question should be relevant and useful.
* Each question or statement should be written as clearly and concisely as possible.
* Qualitative terms that may be interpreted in different ways, such as good or bad, seldom or often, should be avoided.
* When choices are offered, they should be simple and easy to make.
Criteria Continued . . .
* Questions should be asked in such a way that the respondent will not find them offensive or objectionable.
* The items should be phrased to elicit the required depth of response.
* Only enough items should be included to cover all of the important areas of inquiry.
* Grammar and spelling should be correct.
* The items should be stated in such a way as to avoid biased responses.
* Key words in questions should be underlined.
Questionnaire Items
* Open Form - Space for respondent to state their opinion.
o This type of item permits explanation but responses can be difficult to summarize and tabulate.
* Closed Form - Responses are made by selecting one or more answers.
o This type facilitates tabulation and analysis of data and also improves the reliability and consistency of data.
o However, the respondent does not have the opportunity to explain their answers.
Interviewing Techniques
* Ask only one question at a time.
* Repeat a question if necessary.
* Try to make sure that the subject understands the question.
* Listen carefully to the subject's answers.
* Observe the subject's facial expressions, gestures, and tone of voice.
* Allow the subject sufficient time to answer the question.
* Maintain a neutral attitude.
* Ask follow-up questions if needed.
Interview
* Advantages - opportunity to question thoroughly and get greater depth of response.
It also enables you to gather feelings and emotions.
* Limitations - Time consuming.
Effectiveness depends upon the skill of the interviewer.
Attitudinal Measuring Techniques
* Likert Scale - five point forced choice.
* Thurstone - eleven point scale with answers projected and compared to those established by a panel of experts.
* Semantic Differential - word comparisons
