1. Developing Measures Concepts as File Folders Three Classes of Things That can be Measured (Kaplan, 1964) Direct Observables--Color of the Apple or a Check Mark in a Survey Indirect Observables--The Check Mark Beside Female in a Questionnaire Indirectly Observes Gender or Historical Accounts of Social Acts Constructs--Theoretical Creations based on Observations

2. Indicators and Dimensions Indicators are Observations We Choose to Represent as a Variable of a Concept We Wish to Study. Going to Church may be Chosen as an Indicator of Religiosity. Dimensions are Facets or Aspects of Concepts. What are Some Dimensions of LOVE?

3. Interchangeability of Indicators Different Indicators of a Concept, all Represent to Some Degree, the Same Concept, then all should behave the same way If Women are More Compassionate Than Men We Should be Able to Observe That Difference by Using any Reasonable Measure of Compassion

4. Confusion Over Definitions and Reality

6. Conceptualization Nominal Definition--assigned to a term Operational Definition--spells out how a concept will be measures Measurements in the Real World Progression of Measurement

7. Conceptualization in Evaluation Concept can be Measured anyway you Choose But, Most Likely You Will Measure in a way not too Different from Other Peoples Mental Images of the Concept Measures become Established (CES-D)

8. Reliability and Validity

9. Criterion for Measurement Quality Precision -- Fineness in distinction of measurement -- Region Vs. State Vs. Mailing Address Accuracy -- reflection of the real world Do Not Confuse Precision With Accuracy

10. Reliability The quality of a measurement that suggests that the same data would be collected each time in repeated observations of the same phenomenon. Which would give more reliable information: 1) Did you attend church last week? 2) How many times have you attended church in your lifetime?

11. Reliability Problems Single Observer as a source of data Different sort of interviewers get different answers on telephone surveys (social response bias) May not understand the question May not care

12. Reliability Checks and Techniques Test-Retest Method -- ask the same questions twice -- the degree that answers vary reflects unreliability Split-Half Method -- items that measure the same concept are “split in half” and randomly assigned to respondents. Should classify respondents the same way and be correlated Use established measures Reliability of research workers

13. Validity Term that describes a measure that accurately reflects concept it is intended to measure. Hard to establish

14. Types of Validity Face Validity -- the degree to which a measure seems reasonable Criterion-Related Validity -- degree to which a measure relates to an external criterion -- college board and college success

15. Types of Validity Content Validity -- degree that the measures covers the range of meanings included in a concept. Construct Validity -- degree to which a measure relates to other variables as expected within a system of theoretical relationships

16. Tension Between Reliability and Validity Often the specification of a reliable instrument robs the richness of meaning and validity in a concept Difference between qualitative and quantitative research and idiographic and nomothetic research.