Week+6

October 17: Instrumentation (Validity and Reliability)

 * **CLASSWORK** || **HOMEWORK** ||
 * Week 6 Powerpoint Slides

Validity Class Video

[|More about validity] (than you probably want to know)!

1. **Review homework activities on instrumentation (Fraenkel Ch 7-8)**

Survey Vs. Questionnaire
 * 2.**Survey, Questionnaire, or Scale??

[|Five things to know about Likert Scales]

3. **Norm-Based Tests** (related resources)
 * Test items answered correctly by 80 percent or more of the test takers don’t make it past the final cut [into the final test]” writes Popham (1999).
 * No group of students can achieve at higher levels without others achieving at lower levels. Norm-referenced tests make it mathematically impossible for “all the children to be above average” (ERS; Burley, 2002).
 * [|Norms vs. Standards]: "Using the SAT or the PARCC as a graduation exam is nuts-- because that absolutely guarantees that a certain number of high school seniors will not get diplomas, because these are norm-referenced tests and somebody has to land on the bottom. And that means that some bureaucrats and testocrats are going to sit in a room and decide how many students don't get to graduate this year.
 * [|Pennsylvania Graduation Requirement] (Diane Ravitch) and [|New York State]

3. Guion et al.: **Triangulation: Establishing the Validity of Qualitative Studies**

4. **Want another example of developing an instrument to examine its psychometric properties?**

5. **Review content validity procedures** > after piloting with students and content experts > of items >
 * EXAMPLE: Content validity index used for feedback on instrument design
 * EXAMPLE: More formal/rigorous procedures for establishing content validity

6. **Review Examples of Application Activity: Valid and Reliable Instruments** > > > > > || **Here's an advanced organizer to begin building the drafty pieces of your proposal thus far...**
 * Caroline's NGSS Science Tool Study
 * Julie's responses for a qualitative and a quantitative study
 * Marked up quantitative study
 * Marked up qualitative study
 * Unmarked study explaining how qualitative coding scheme was validated (see pages 357-359)

> >> >> >
 * READ: QUALITATIVE RESEARCH**
 * **Complete Reading Guide 8: Qualitative Dimensions of Your Research** as you read two key insights in each of the following readings:
 * Fraenkel, Wallen & Hyung, Ch. 18 (Qualitative Research)
 * **Creswell**, Ch. 9 (**Qualitative Methods**)
 * **White, M. D. & Marsh, E. E.** (2006). **Content Analysis**: A flexible methodology. Library Trends, 55(1), 22-45.
 * **Yin,** R. K. (2006). **Case Study Methods**. In J. L. Green, G. Camilli, & P. Elmore (Eds.) Handbook of Complementary Methods in Education Research, pp. 111-122. Washington, DC: Lawrence, Erlbaum. [[file:Yin 2006.pdf]]
 * **Coiro (2007) Exploring online reading comprehension strategies.** (Read the abstract, skim headings of theoretical framework and lit review to get gist of the study, then read p. 221-229 to look for efforts to establish validity and reliability) -


 * WORKSHEETS:**
 * Complete Worksheet 4 (Ethics) and Worksheet 5 (Variables, Hypotheses, and Propositions) in your Google Docs file.

OPTIONAL: Neuendorf, K. (2007). Content Analysis Guidebook Online. Available [] ||