1. Collecting Data • Testing (standardized & researcher-developed) • Interviewing • Observing • Reviewing Documents

2. Testing • Measures perfor-mance against predetermined standards • Standardized • Researcher-developed

3. Developed to account for vast variety of individual differences across groups Easy & convenient to administer, score, & interpret data Makes studies easier to replicate Data can be col-lected from differ-ent groups in different circum-stances & be compared Includes pre-defined proce-dures for admini-stration & scoring Standardized Tests

4. Characteristics: Objectivity Validity & Reliabi-lity Specific articula-tions of conditions for administration, scoring & data interpretation Table of norms Types: Achievement (SAT9) Personality (MMPI) Nonprojective (H-T-P test) Projective (stress test) Aptitude (Strong-Campbell Interest Inventory) Standardized Tests

5. Mental Measurement Yearbooks Tests in Print PRO-ED Publications ETS Test Collection Professional journals Organizations that publish & distribute tests Standardized TestsThe following publications can provide you with the information you need to choose a standardized test:

6. Know what you want to measure Usually you will be measuring performance or behavior Know what your target standards are Pre-test the instrument to make sure that it measures what you want it to measure Document administration & scoring procedures Researcher-Developed Tests

7. Interviewing • Face to Face: Closed Ended, Open Ended, Ethnographic • Via Telephone: Closed Ended

8. Open-ended: Designed to gather narrative & abstract responses Responses should lead to other questions Easy to get sidetracked! Best used in qualitative or descriptive studies Requires fewer subjects Subjects should be “information-rich” Subjects should have access to information Interviewing

9. Interviewing Closed-ended: • Used to conduct surveys via telephone & in person • Uses pre-determined items • Requires finite responses • Items must be uniformly delivered

10. Observing • Qualitative or Descriptive • Frequency Observations

11. ObservingQualitative or Descriptive • Known as “field observation” • Describes the environment, subjects, behavior • interpreted according to meaning ascribed by subjects • Requires repeated observation episodes • Requires rich description

12. ObservingFrequency Observations • Similar to survey research • “Counts” behaviors or activities • Behavior observed must be pre-defined • Multiple observers must count the same behaviors the same way

13. Reviewing Documents • Grade Sheets • Attendance Records • Demographic Data • Behavior Reports • Standardized Test Scores • Minutes of Meetings