ED+681

**__ED 681: Educational Research __** Dr. Gary Robinson
 * Instructor**

Gall, J., Gall, M., Borg, W. (2005). //Applying educaitonal research: A practical guide.// (5th ed.). Upper Saddle River, NJ: Pearson Education, Inc.  (ISBN 0-205-38078-6) Chapters 1-2 Chapter 4 Chapter 10 Chapter 12 Chapter 8 Chapter 9 The Validity of Experiments (specifically pages 252-266) Chapter 14 Chapter 15 (specifically page 492-495 Seven Step Action Research Process)  The doctoral student should do **ALL** of the following strategies to be adequately prepared:  Study the chapter in Gall, Gall and Borg on each of the Quantitative (Survey Research, Causal-Comparative Research, Correlational Research and Experimental Research) **AND **Qualitative ( Ethnographic Research, Critical Theory Research, Historical Research, Evaluation Research, and Action Research) Research Methods  ** Survey Research – ** a form of descriptive investigation that involves collecting information about research participants’ beliefs, attitudes, interests, or behavior through questionnaires, interviews, or paper-and-pencil tests. (//Role of researcher: design questionnaires that minimize leading questions, establish good rapport with participants, ensure confidentiality of responses)//  ** Causal-Comparative Research – ** seeks to discover possible //causes and effects// of a personal characteristic or behavior pattern by comparing individuals in whom it is present with individuals in whom it is absent or present to a lesser degree. (//Role of researcher: careful sampling-selecting 2 comparable groups of students, assessing differences between the groups using inferential statistics)//  ** Correlational Research – ** seeks to discover the direction and degree of the //relationship// among variables through the use of correlational statistics (//Role of researcher: calculate a correlation coefficient – shows the extent of a relationship between 2 variables. (A positive correlation means that when one variable goes up, the other variable goes up. A negative correlation means that when one variable goes up, the other variable goes down.))//  ** Experimental Research ** – //at least one independent variable is manipulated//, other relevant variables are controlled as much as possible, and the effect on one or more dependent variables is measured (//Role of researcher: to manipulate 1 variable to determine its effect on another)r//  <span style="FONT-FAMILY: Georgia, serif">** Ethnographic Research – ** involves the study of the features of a given culture and the patterns in and possible meanings of those (//Role of researcher: define the aspect of the culture to be explored, collect data, convey the culture accurately)// <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">** Critical Theory Research – ** involves uncovering the nature of power relationships in a culture and seeks to emancipate members of the culture from forms of oppression (//Role of researcher: Specify the research question, observe passively, analyze the primary record to determine interaction patterns and their meanings, interviews and discussions with participants, compare the findings to others’ findings, seek to explain findings)// <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">** Historical Research – ** the systematic collection and objective evaluation of data related to past occurrences in order to test hypotheses regarding causes, effects, or trends of these events that may help to explain present events and anticipate future events (//Role of researcher: reflect on past findings, develop ideas for new research, seek to discover – not create – data)// <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">** Evaluation Research – ** a systematic process of making judgments about the merit, value, or worth of an intervention (//Role of researcher: allow the design to emerge as they gain insights into the stakeholders’ concerns, conduct interviews, analyze results)// <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">** Action Research – ** carried out by practitioners in order to improve their own practice (//Role of researcher: Define a problem, select participant, conduct research with individuals with whom the researcher works, use convenient methods of data collection, apply results)// <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">** I.   **** Abstract ** <span style="FONT-FAMILY: Georgia, serif">** II. **** Introductory Section ** <span style="FONT-FAMILY: Georgia, serif">** III. **** Methods Section: Sampling Procedures ** <span style="FONT-FAMILY: Georgia, serif">** IV. **** Methods Section: Measures ** <span style="FONT-FAMILY: Georgia, serif">** V.   **** Methods Section: Research Design Procedures ** <span style="FONT-FAMILY: Georgia, serif">** VI. **** Results Section ** <span style="FONT-FAMILY: Georgia, serif">** VII. **** Discussion Section ** <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Study the Self-Check Tests at the end of each of these chapters. <span style="FONT-FAMILY: Georgia, serif"> Answers are on page 522 <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Study the sample research studies provided at the end of each chapter. <span style="FONT-FAMILY: Georgia, serif"> Review case studies in each chapter <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Familiarize yourself with the role of the researcher in each type of research. <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Familiarize yourself with the nature of the typical kind (Educational topic or <span style="FONT-FAMILY: Georgia, serif">issue, etc.) conducted for each type of research. <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Make note of the similarities and differences between the various types of <span style="FONT-FAMILY: Georgia, serif">research. <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Be able to identify an educational topic or issue and explain how you could <span style="FONT-FAMILY: Georgia, serif"> combine and/or coordinate a Quantitative and a Qualitative approach to <span style="FONT-FAMILY: Georgia, serif"> conducting a study. <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">** Quantitative- ** survey for students (pilot tested) with responses on a scale from 1 to 6 survey for parents (pilot tested) with responses on a scale from 1 to 6 <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">** Qualitative- ** one free response question on student survey <span style="FONT-FAMILY: Georgia, serif"> one free response question on parent survey <span style="FONT-FAMILY: Georgia, serif"> interviews with randomly selected students and parents <span style="FONT-FAMILY: Georgia, serif"> ** <span style="FONT-FAMILY: Georgia, serif"><span style="FONT-FAMILY: Georgia, serif">Sample topic: determining whether Inspiration is an effective learning resource (THIS IS AN EXAMPLE OF EVALUATION RESEARCH.) ** <span style="FONT-FAMILY: Georgia, serif"><span style="FONT-FAMILY: Georgia, serif">**Quantitative**- *Create 2 groups – one group uses Inspiration as a learning resource, other uses other more traditional learning resources. Compare post-test results of both groups.
 * Required Textbook**
 * Required Readings**
 * __ <span style="FONT-FAMILY: Georgia, serif">QUANTITATIVE __**
 * __ <span style="FONT-FAMILY: Georgia, serif">QUALITATIVE __**
 * __ <span style="FONT-FAMILY: Georgia, serif">SECTIONS of a QUANTITATIVE RESEARCH REPORT __**
 * <span style="FONT-FAMILY: Georgia, serif">SAMPLE TOPIC and QUALITATIVE/ QUANTITATIVE APPROACHES **
 * <span style="FONT-FAMILY: Georgia, serif">Sample topic: homework’s influence on student performance at the elementary level (THIS IS AN EXAMPLE OF CORRELATIONAL RESEARCH.) **

<span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif"><span style="FONT-FAMILY: Georgia, serif">Key Terms <span style="FONT-FAMILY: Georgia, serif">Applying Educational Research: A Practical Guide, Gall, Gall and Borg <span style="FONT-FAMILY: Georgia, serif"> || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Chap || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Page || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Definition / Explanation || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">1 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">3 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Systematic collection and analysis of data to develop valid generalizable descriptions, predictions, interventions and explanations relating to various aspects of education. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">1 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">3 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Purpose: to make careful, detailed observation of educational phenomena. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">1 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">4 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Purpose: to determine whether data collected at one point in time can predict behaviors or events that happen at a later point in time. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">1 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">4 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Small scale experiments to improve local practice. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">1 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">5 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Used to evaluate the cost effectiveness of an intervention. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">1 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">5 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">An explanation of particular phenomena in terms of a set of underlying constructs and rules about how the constructs relate to each other. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">1 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">5 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Structures (ideas) or processes that underlie observations. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">1 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">6 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Seeks to understand the relationship of basic processes and structures to observed behavior. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">1 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">6 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Used to develop and test predictions and interventions that can be used to improve educational practice. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">1 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">11 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Belief: Science (scientific inquiry/method) has done a good job of quantifying the physical world, but argue no one method of inquiry is true or better to get knowledge of human world. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">1 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">11 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">The commitment to viewing criticism as a constructive method of getting at the truth. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">1 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">12 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">The ability to repeat an experiment or study and get similar results. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">1 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">12 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">The submission of theories (knowledge claims) to empirical tests that allow them to be challenged and disproved. (Karl Popper) || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">1 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">13 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Method of corroborating findings with a second and third resource. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">1 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">13 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Refers to the differing views of the nature of knowledge. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">1 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">13 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Believes that the real world can be studied using scientific method to quantify the observations. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">1 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">14 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">These researchers attempt to quantify the findings in terms of observable behavior. Objectivity is goal. Reduce findings to numbers. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">1 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">14 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Believe that social reality has no existence apart from the meaning that individuals construct for them. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">1 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">14 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Scientific inquiry focuses on the study of differing social realities as constructed by the subjects. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">1 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">14 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Researcher injects self as a social constructor. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">2 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">28 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Any communication that has been prepared for dissemination in print, microfiche, internet or other form. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">2 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">30 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Computer / internet based discussion forums. (listserv) || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">2 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">31 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Publication where author reviews research others have conducted. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">2 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">31 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">An index to a body of literature. (ERIC, CIJE, RIE) || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">2 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">32 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Key terms used in coding publications. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">2 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">32 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Contains author, title, publisher, date and other information about a publication. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">2 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">33 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Brief summary (100 words) of the information in the publication. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">2 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">33 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Publication written by those who actually performed the work described in the article. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">2 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">39 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Visual presentation used to draw reader’s attention to certain aspects of the literature review. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">5 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">124 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Brief summary of a study. Less than 100 words || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">5 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">125 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Structure or process inferred form observation. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">5 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">125 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">A quantitative expression of a construct || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">5 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">125 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Part of a study that does not vary. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">5 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">125 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Reasoned speculation about how two or more variable are related || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">5 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">128 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Entire group of individuals being studied. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">5 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">128 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Set of objects that can feasibly be included in the sample. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">5 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">129 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">The difference between a statistic for a sample and the statistic for the target population. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">5 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">129 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">A statistic for a population || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">5 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">129 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">All individuals n the population have an equal and independent chance of being selected to be part of the study group. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">5 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">129 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Procedure used to ensure that individuals who have certain characteristics are included in the sample. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">5 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">130 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Drawing samples of different sizes but insuring that each sample has the same proportion of subjects with certain characteristics as found in the general population. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">5 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">130 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Samples composed of folks willing to participate. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">5 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">130 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Refers to the degree that the sample is representative of the population from which it was selected. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">5 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">132 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Measure individual’s knowledge, depth of understanding or skill within a curriculum domain. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">5 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">132 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Measure an individual’s attitudes, personality, emotional state, interests or values. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">5 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">132 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Evaluates an individual’s ability to carry out a complex real life task. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">5 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">133 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Measure many variables || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">5 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">134 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Collects data from direct interaction between researcher and subjects. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">5 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">135 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Collecting data while behavior or event is happening. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">5 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">135 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Used when the observed behaviors are subjective. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">5 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">135 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Used when observations are a more objective nature || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">5 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">136 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Collection and analysis based on close observation of documents || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">5 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">136 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Degree to which the evidence and theory supports the use of proposed tests. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">5 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">137 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Important to achievement testing and tests of skill and proficiency (occupational). || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">5 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">137 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Degree to which the test appears to measure what it claims to measure. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">5 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">138 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Represents that a test will be able to predict what it says it can predict || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">5 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">138 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Allow you to compare the results of one test with a more well know test. If they match results then valid || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">5 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">138 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Subjects take two tests (long version and short version). If they results are similar the short test is valid. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">5 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">139 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Test is consistent with the values of the test takers, results users and others. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">5 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">139 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Difference between the score actually obtained and the true scores || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">5 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">140 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Expression of the reliability of a measure || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">5 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">140 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">If scores are similar between two testing sessions, the test is reliable or stable. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">5 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">141 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Reliable from test administrator to test administrator || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">5 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">141 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Perfect measure of the ability that the individual actually possesses || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">5 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">141 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Estimate of the probable range within which a true score will fall || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">5 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">142 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Individuals with differing abilities will perform differently on an item measuring that ability || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">6 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">151 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Values of a measure that has an indefinite number of ordered points || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">6 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">152 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Total score following the test constructor’s scoring procedure. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">6 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">152 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Provide a quantitative comparison of each individual’s performance relative to a comparison group. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">6 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">152 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Age level of other students who typically earn the same raw score that the student did. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">6 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">152 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Larger sample of a national, regional or state population that took the test to find the norms for the test. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">6 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">152 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Compares the grade level of the student to the grade level of others getting the same score. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">6 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">152 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Represents the percentage of individuals whose raw score falls at or below the raw scores of other individuals in the sample. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">6 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">153 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Derived by subtracting the raw score from the mean score. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">6 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">153 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Show where the individual stands in the total group. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">6 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">153 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Shows the improvement on a test from one taking to the next. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">6 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">154 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">A test taker can max out on successive testing using the same instrument. The test could not show all of the improvement. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">6 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">154 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Variables that yield values that are discrete and non-ordered when measured. (sex, age, height). || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">6 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">154 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Variable that yields only two values. Sex can only be male or female. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">6 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">155 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Summarize all data into a few simple numeric expressions. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">6 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">155 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">A number that describes the characteristic of a sample’s scores on a measure. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">6 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">156 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Average. M (sample’s scores totaled and divided by the number of the sample) || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">6 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">156 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Half of the takers above this score and half below || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">6 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">157 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Most frequently occurring score in the sample || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">6 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">157 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Number of subjects that fit a particular category. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">6 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">157 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Subjects in category divided by the total number in sample || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">6 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">158 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">The difference between the highest and lowest score plus 1. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">6 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">158 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">The statistical expression of how much individual scores vary around the mean score. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">6 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">158 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Average amount scores vary from the mean. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">6 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">158 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">A visualization of how the scores are distributed along a base line. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">6 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">158 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif"> || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">6 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">161 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Can be used to describe the relationship between variables in mathematically precise terms. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">6 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">161 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Resultant statistic when there are only 2 variables. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">6 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">161 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Used to represent a correlational stat. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">6 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">161 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Correlational procedure used to determine what measure or measures to use and how to weight the scores. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">6 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">161 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Computations using multiple variables. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">6 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">162 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Used to make inferences based on descriptive stats || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">6 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">162 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Using different sample w/ same test to hopefully get like results. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">6 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">165 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Explanation that an observed result is a chance finding. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">6 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">165 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Represents how often a chance value will occur. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">6 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">166 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Another name for inferencial stats. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">6 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">166 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Shows that a difference in result is so small that the change would not be practical. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">6 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">166 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Used to determine if the difference that may have showed up is by chance or reflects a true difference in mean score. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">6 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">166 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">A representation of statistical significance. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">6 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">167 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Two test that check for statistical significance. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">6 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">167 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Determines the likelihood that the differences between 3 mean scores occurred by chance. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">6 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">168 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Value yielded by a variance test. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">6 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">168 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Special tests to yield F value || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">6 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">168 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">A measure of the variability in a set of scores. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">6 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">170 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">The implication that different instructional methods are effeictive for different types of students || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">6 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">170 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Another name for variable || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">6 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">171 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">A way of making the groups equivalent || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">6 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">172 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Another way to test for statistical significance. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">6 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">173 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">A test of significance that makes assumptions about the intervals between test scores || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">6 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">173 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">No assumptions made. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">6 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">173 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Lacks a true zero point with any two adjacent points being equidistant. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">6 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">173 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">One of the non parametric tests. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">6 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">173 || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Used as an aid to determine practical significance. || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">**<span style="FONT-FAMILY: Georgia, serif">//Chapter 5// ** <span style="FONT-FAMILY: Georgia, serif"> || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Construct – structure or process that is inferred from observed phenomena. <span style="FONT-FAMILY: Georgia, serif">Variable – is a quantitative expression of a construct <span style="FONT-FAMILY: Georgia, serif">Hypothesis – is a reasoned speculation about how two or more variables are related to each other. <span style="FONT-FAMILY: Georgia, serif"> || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Simple random sampling – all individuals have an equal and independent chance of being selected as a member of the sample. <span style="FONT-FAMILY: Georgia, serif">Stratified random sampling – procedure for ensuring that individuals in the population who have certain characteristics are represented in the sample. <span style="FONT-FAMILY: Georgia, serif">Nonrandom sampling – Volunteer || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Test validity – degree to which evidence and theory support the interpretation of test scores entailed by proposed uses of tests. <span style="FONT-FAMILY: Georgia, serif">Content-related evidence of test validity – is particularly important in achievement testing and various tests of skill and proficiency, such as occupational skills tests. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Internal structure – <span style="FONT-FAMILY: Georgia, serif">Relationships to other variables – <span style="FONT-FAMILY: Georgia, serif">Response processes – Taking a test involves particular cognitive and evaluative processes. Sometimes the processes engaged are consistent with the construct the test is designed to measure, but other processes may not be. Response-processes evidence of test validity would demonstrate that the processes used by testees in taking the test are consistent with the particular construct or constructs underlying the test. <span style="FONT-FAMILY: Georgia, serif">Consequences of testing – Individuals’ scores on a test can have consequences for them. Consequential evidence of test validity is the extent to which the value implicit in the constructs measured by a test and in the intended uses of the test are consistent with the values of test takers, those who will sue the test results to make decisions, and other stakeholders. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Reliability – shows the extent to which test scores are free from errors of measurement. <span style="FONT-FAMILY: Georgia, serif">Measurement error – is construed as the difference between the scores that individuals actually obtain on a test and their true scores if it were possible to obtain a perfect measure of their performance. <span style="FONT-FAMILY: Georgia, serif">Correlation coefficient – degree of reliability of an educational measure is usually expressed by this. || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">**<span style="FONT-FAMILY: Georgia, serif">// Chapter 6 // ** <span style="FONT-FAMILY: Georgia, serif"> || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">SD is the expression of how much scores vary from the mean (average). As long as the scores are distributed normally, the SD and M tells us where an individual places in the group. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Bivariate only accounts for correlations between two variables as the name implies. Multivariate is just that. It allows 3 or more variables to be compared. The advantage is that often several inputs can have a single result or 1 action can have several reactions. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Descriptive stats state what is. These are used to predict or infer what could be. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">A study on whether students who were subject to a remedial math program did better on the PSSA math section would need to determine if the higher scores were a matter of chance. Dependent on the number of subject groups being looked at. <span style="FONT-FAMILY: Georgia, serif">Analysis of variance is applied when there are more than two groupings or categories being compared. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Describes the unequal effect that two separate variables may have on the outcome of the application of those two variables. <span style="FONT-FAMILY: Georgia, serif">When the effect of combining two variables is different than the sum of their individual effects. If you need to know how much of one variable participants have received to say what the effect of another variable is, you have an interaction between those two variables. If you have an interaction, then (1) the simple main effect of a variable is different in one condition than in another, and (2) the lines in a graph of your data will **__not__** be parallel || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Expresses the probability that an aberrant numeric result is the result of chance. <span style="FONT-FAMILY: Georgia, serif">In statistical hypothesis testing, the **p-value** is the probability of obtaining a result at least as extreme as a given data point, //assuming// the data point was the result of chance alone. The fact that p-values are based on this assumption is crucial to their correct interpretation. || || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Statistical significance only means that the results could likely be generalized to a larger population. <span style="FONT-FAMILY: Georgia, serif">While statistically the difference may be significant, in the practical sense is it a worthwhile difference. <span style="FONT-FAMILY: Georgia, serif">Effect size is related to practical significance in that how big a difference (improvement) is derived from a particular treatment, affects its practical value. <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Statistical significance means that the observed mean differences are not likely due to sampling error <span style="FONT-FAMILY: Georgia, serif">Can get statistical significance, even with very small population differences, if the sample size is large enough <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Practical significance looks at whether the difference is large enough to be of value in a practical sense <span style="FONT-FAMILY: Georgia, serif"> || <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">
 * Qualitative**- *interviews with students on how they viewed Inspiration’s role in their learning *interviews with teachers on how their students reacted to using Inspiration and their students’ degree of attainment of the goals
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Term
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Educational Research
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Descriptive research
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Prediction research
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Action research
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Evaluation research
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Theory
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Construct
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Basic research
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Applied research
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Postmodernism
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Progressive discourse
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Replication
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Refutation
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Triangulation
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Epistemologies
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Positivist Epistemology
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Quantitative Research
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Interpretivism
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Qualitative research
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Reflexivity
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Publication
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Bulletin board
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Secondary source
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Preliminary source
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Descriptors
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Bibliographic citation
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Abstract
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Primary source
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Chart essay
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Abstract
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Construct
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Variable
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Constant
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Hypothesis
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Target population
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Accessible population
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Sampling error
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Parameter
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Simple random sample
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Stratified Random sample
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Proportional random sampling
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Volunteer Samples
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Population validity
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Tests
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Scales
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Performance measure
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Questionnaires
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Interview
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Direct observation
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">High inference variables
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Low inference variables
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Content analysis
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Test Validity
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Content related evidence of test validity
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Face Validity
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Predictive test validity
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Convergent evidence of test validity
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Concurrent Evidence of validity
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Consequential evidence of validity
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Measurement error
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Correlation coefficient
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Test-retest reliability
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Inter-rater / inter-observer agreement
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">True score
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Standard Error of Measurement
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Item response theory
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Continuous scores
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Raw score
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Derived scores
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Age equivalent score
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Norming sample
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Grade equivalent
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Percentile score
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Standard score
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Rank score
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Gain score
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Ceiling effect
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Categories
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Dichotomy
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Descriptive Statistics
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Statistic
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Mean
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Median
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Mode
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Frequency
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Percentage
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Range
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Standard Deviation
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Average variation
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Normal probability distribution (normal curve)
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Standard deviation unit
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Correlational statistics
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Bivariate Correlational statistic
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">R value
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Multiple regression
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Multivariate correlational techniques
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Inferential statistics
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Replication studies
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Null hypothesis
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">P value
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Tests of Statistical significance
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Practical significance
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">T test
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">T value
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Mann-Whitney U test and the Wilcoxon Signed rank test
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Analysis of variance
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">F value
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Tukey’s test and Scheffe’s test
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Variance
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Interaction effect
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Factor
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Analysis of covariance
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Chi-square test
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Parametric tests of significance
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Non parametric test of significance
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Interval scale
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Kruskal-Wallis test
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Effect size
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Explain the purposes served by **//constructs//**, **//variables//**, and **//hypotheses//** in a quantitative research study**. (125)**
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Describe the characteristics of **//simple random sampling//** and **//stratified random sampling//**, and their advantage over **//nonrandom sampling//**. **(129)**
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Describe the following terms related to validity in quantitative research: **//test validity//** **(136)** and **//content-related evidence of test validity//**. **(137)**
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Describe the meaning of the following types of validity evidence: **//internal structure//**, **//relationships with other variables//**, **//response processes//**, and **//consequences of testing//**. **(138 – 139)**
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Describe the meaning of **//reliability//**, **//measurement error//**, and **//correlation coefficient//**. **(139 – 140)**
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Explain the meaning of **//standard deviation//** and its relationship to the **//normal curve//**.
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Compare the use of **//bivariate correlational statistics//** and **//multi-variate correlational statistics//** in analyzing research data.
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Describe the difference between **//descriptive statistics//** and **//inferential statistics//**.
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Provide an example of a research study that may use the **//t test for analysis//** compared to a different study that may use **//analysis of variance//**.
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Explain the meaning of **//interaction effects//**.
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Explain the meaning of a **//p value//**.
 * <span style="FONT-FAMILY: Georgia, serif"> <span style="FONT-FAMILY: Georgia, serif">Explain the difference between the **//statistical significance//** and **//practical significance//** of a research result as identified by **//effect size//**.