Collecting Quantitative Data

Creswell Chapter 6

Who Will You Study?

Identify unit of analysisSpecify populationDescribe sampling approach

Class = convenience sample

Describe relevant characteristics

Permissions

IRB – VSU and administrator

Student assentParent consentColleague assent

What for?

Any activity outside normal instructionActivitiesSurvey/questionnairesInterviewAudio or video recordsUse of student work samples

What information?

Consider RQsConsider triangulation

Three Es

Consider covariatesDisaggregated subgroups

Include field notes

Types of Measures

PerformanceAttitude – self-reportBehavior - observableFacts - archival

What Instruments?Locating an instrument (p.160)Standardized test prep CRCTNorm-referenced STARWidely used instrument AR,

DIBELSUsed in research

Creating an instrument

ReliabilityScores are stable & consistent

Test-retestAlternative formsSplit halfInter-rater

Threats to ReliabilityQuestions or tasks are unclear

Data collection procedures are unclear

Assessment criteria are unclear

Student factors

Validity

Assessment Makes sense Is meaningfulMeasures what is intended

Types of Validity

ContentItems represent target

CriterionScores related to outcomes

ConstructScores are meaningful and

fullfil purpose

Threats to ValidityPoor research designPoorly designed assessments

Irrelevant assessmentsInability to predictParticipant factors

Scales of MeasurementNominal (categories)Ordinal (ranking)Interval e.g. LikertRatio (true zero)

Administration

Standardize proceduresUse written protocolsRecord field notes ASAPEthics

PermissionAnonymity & confidentiality

Questions?