Unit 2 Intro to measurement.pdf

INTRO TO MEASUREMENT Research Methodology Unit II BSc. MSc. Integrated Psychology  MEANING OF MEASUREMENT Measurement is a process of mapping aspects of a domain onto other aspects of a range according to some...

INTRO TO MEASUREMENT Research Methodology Unit II BSc. MSc. Integrated Psychology  MEANING OF MEASUREMENT Measurement is a process of mapping aspects of a domain onto other aspects of a range according to some rule of correspondence. In measuring, we devise some form of scale in the range (in terms of set theory, range may refer to some set) and then transform or map the properties of objects from the domain (in terms of set theory, domain may refer to some other set) onto this scale. Measurement always refers to some property of the object or event and not the object or event by itself.  MEANING OF MEASUREMENT i) measurement is a purely descriptive process. ii) measurement implies that the attributes of persons or objects are possessed in varying degrees and the degree of variation can be measured and represented. iii) measurement, in essence, is a numerical process  PROPERTIES OF MEASUREMENT 1.Magnitude The property of “moreness”. For example, on a scale of weight, if X is heavier than Y, then the scale an be said to demonstrate the propert of magnitude. Alternatively, if the experimenter labels the samples as Group I, Group II, and Group III without any reference to moreness, the scale will not be said to have the property of moreness. 2.Equal Intervals 3.Absolute Zero  PROPERTIES OF MEASUREMENT 1.Magnitude 2.Equal Intervals If the difference between any 2 points at any place on the scale has the same meaning as the diffence between 2 other points that differ by the same number of scaale units, it is the property of equal intervals. For example, the difference between 4kg and 6kg represents the same as difference between 16kg and 14kg. 3.Absolute Zero  PROPERTIES OF MEASUREMENT 1.Magnitude 2.Equal Intervals 3.Absolute Zero An absolute zero is said to exist when nothing of the property being measured exists. For example, if a doctor is measuring HR of a patient and finds it to be 0, they are pronounced dead. Yet, if a psychologist wants to assess shyness on a scale from 0 to 5, it is hard to define what it means for a person to have absolutely no shyness.  FUNCTIONS OF MEASUREMENT 1.In Selection Selection of personnel in industry may be carried out with the help of psychologists. It serves the function of predicting the ability of the individual. Sometimes, personnel selected does not fit in and carrying out needed action as well can be done with the obtained data. 2.In Classification 3.In Comparison 4.In Guidance and Counselling 5.In Research  FUNCTIONS OF MEASUREMENT 1.In Selection 2.In Classification With different types of classification, the necessary program can be effectively carried out. For example, if a teacher in a class wants to separate some students based on criteria such as average, gifted etc.. 3.In Comparison 4.In Guidance and Counselling 5.In Research  FUNCTIONS OF MEASUREMENT 1.In Selection 2.In Classification 3.In Comparison It is studied and proven that there are individual differences in traits across humans. For comparison of various facotros, like achievement, ability, habits etc., appropriate measurement makes it possible to do so. 4.In Guidance and Counselling 5.In Research  FUNCTIONS OF MEASUREMENT 1.In Selection 2.In Classification 3.In Comparison 4.In Guidance and Counselling Counselling and Guidance are specialized programs furnished that help inviduals work toward goals. Measurement provides insgiht and understanding that can be used by counsellors to give effective help. 5.In Research  FUNCTIONS OF MEASUREMENT 1.In Selection 2.In Classification 3.In Comparison 4.In Guidance and Counselling 5.In Research Measurement is the fundamental basis of all psychological and educational researches. 6. In Improving Classroom Instruction  FUNCTIONS OF MEASUREMENT 1.In Selection 2.In Classification 3.In Comparison 4.In Guidance and Counselling 5.In Research 6. In Improving Classroom Instruction By measuring the outcome of instruction, it brings clarity to way students are impacts and benefited by it. It can be followed up with suggestions or modifications.  FUNCTIONS OF MEASUREMENT 1.In Selection 2.In Classification 3.In Comparison 4.In Guidance and Counselling 5.In Research 6. In Improving Classroom Instruction By measuring the outcome of instruction, it brings clarity to way students are impacts and benefited by it. It can be followed up with suggestions or modifications.  GENERAL PROBLEMS OF MEASUREMENT INDIRECTNESS OF INCOMPLETENESS OF MEASUREMENT MEASUREMENT Most psychological and educational Eg- Assessing attitudes toward co-ed, it variables cannot be observed directly. is required to construct a scale in which Eg- Intelligence cannot be seen, touched a numve of samples of behaviour or heard. Such measures include a expressing such an attitude need to be sample of behaviour representative of incorporated. This number has no limit. intelligent act. Any attempt to measure becomes parital Such samples suffer from limitations like and incomplete and measurement validity, reliability, objectivity etc. becoems dubious.  GENERAL PROBLEMS OF MEASUREMENT RELATIVITY ERROS IN Psychological, educational and social MEASUREMENT variables are relative. Measurements are not pure and contains Eg- X is given math test and English uncontrolled forces. language test. X answered correctly Eg- mesauring someone’s intelligence 60% of English test but not a single item can be affected by the person’s of math test. We still cannot say nervousness, distractions, lack of certainly that X’s performance is good in understanding of what to do, etc. English test or that math knowledge is 0. Nothing can be said until a comparison with others are done.  SOURCES OF ERRORS IN MEASUREMENT RESPONDENT Reluctance of express true feelings, or reluctance due to lack of knowledge. MEASURER The beahviour, style and looks of the person measuring. At analysis level, incorrect coding, faulty tabulation and inapprorpiate statistical analysis.  SOURCES OF ERRORS IN MEASUREMENT SITUATION If anonymity feels compromised. TEST INSTRUMENT Poor psychometric qualities.  PSYCHOLOGICAL TESTING AND ASSESSMENTS Basic goal of assessment is to evaluate a person in terms of current and future functioning. Assessment classify behaviours into different categories and measured against a normative standard. Strives to unveil a person’s strengths and weaknesses, pinpoint potential issues related to cognition and emotional reactivity, and provide recommendations for treatment or remediation. It is a more comprehensive and wider term. On the other hand, tests are used in assessment process. Any assessment technique is called a test only when its procedure for administration, scoring and interpretation are standardized; there is a standardization sample and there is evidence for its reliability and validity. Primarily serves the purpose of gaining deeper insight into an individual’s behavior. It is a more limited venture.  PSYCHOLOGICAL TESTING AND ASSESSMENTS Assessment Example: Scenario: A student struggles in school. Process: A school counselor interviews the student, talks to teachers, and reviews school records. Outcome: The counselor identifies the student's strengths in creativity and challenges with math, recommending tutoring and a creative project-based approach to learning. Test Example: Scenario: A student takes an IQ test. Process: The test has a set list of questions and a specific way to score answers. Outcome: The test results show the student's IQ score, which helps understand their cognitive abilities. PSYCHOLOGICAL TESTING AND ASSESSMENTS CHARATERISTICS OF A GOOD TEST: 1.Objectivity 2.Reliability 3.Validity 4.Norms 5.Practicability  PSYCHOLOGICAL TESTING AND ASSESSMENTS 1. Objectivity - Free from subjective elements. Have complete interpersonal agreements among experts regarding the meaning of items and scoring of the test. Items must have uniformity of order of persentation. Scoring method should be standard maintaining uniformity even when scored by different experts at different times.  PSYCHOLOGICAL TESTING AND ASSESSMENTS 2. Reliability - Refers to self correlation of the test; that is the extent to which results obtained are consistent when measured more than once on the same sample with a reasonable time gap. Internal consistency is obtained through results in single administration. Temporal consistency is obtained upon testing and retesting as an index.  PSYCHOLOGICAL TESTING AND ASSESSMENTS 3. Validity - Extent to which the test measures what it intends to measure when compared with some outside independent criterion. This criterion should be independent and be regarded as the best index of trait or ability being measured by the test. Dependent on reliability as well.  PSYCHOLOGICAL TESTING AND ASSESSMENTS 3. Norms- The average performance of a representative sample on a given test. 4 common types are- age norms, grade norms, percentile norms and standard score norms. Helps in interpretation of scores. 4. Practicability Should not be lenghty Socring should not be too difficult nor one which can only be done by highly specialized experts.