1. Collecting Quantitative Data Creswell Chapter 6

2. Who Will You Study? • Identify unit of analysis • Specify population • Describe sampling approach • Class = convenience sample • Describe relevant characteristics

3. Permissions • IRB – VSU and administrator • Student assent • Parent consent • Colleague assent

4. What for? • Any activity outside normal instruction • Activities • Survey/questionnaires • Interview • Audio or video records • Use of student work samples

5. What information? • Consider RQs • Consider triangulation • Three Es • Consider covariates • Disaggregated subgroups • Include field notes

6. Types of Measures • Performance • Attitude – self-report • Behavior - observable • Facts - archival

7. What Instruments? • Locating an instrument (p.160) • Standardized test prep CRCT • Norm-referenced STAR • Widely used instrument AR, DIBELS • Used in research • Creating an instrument

8. Reliability • Scores are stable & consistent • Test-retest • Alternative forms • Split half • Inter-rater

9. Threats to Reliability • Questions or tasks are unclear • Data collection procedures are unclear • Assessment criteria are unclear • Student factors

10. Validity • Assessment • Makes sense • Is meaningful • Measures what is intended

11. Types of Validity • Content • Items represent target • Criterion • Scores related to outcomes • Construct • Scores are meaningful and fullfil purpose

12. Threats to Validity • Poor research design • Poorly designed assessments • Irrelevant assessments • Inability to predict • Participant factors

13. Scales of Measurement • Nominal (categories) • Ordinal (ranking) • Interval e.g. Likert • Ratio (true zero)

14. Administration • Standardize procedures • Use written protocols • Record field notes ASAP • Ethics • Permission • Anonymity & confidentiality

15. Questions?