EDUC 750 Quiz Conceptualization

EDUC 750 Quiz Conceptualization, Measurement, and Sampling

Covers the Learn material from Module 3: Week 3.

1. Concurrent and predictive validity are types of _____ validity.
2. Which level of measurement is also called the qualitative level?
3. In a study of school attendance patterns for Girl Scout Troop 1234, gender would be considered a (n):
4. Open ended questions are most often used in research involving:
5. The important difference between the ratio level of measurement and the interval level is:
6. At the nominal level of measurement, a variable’s attributes are exhaustive when:
7. Kominski et al. (2001) found that _____ of U.S. children are considered “at risk.”
8. Few resources, less qualied teachers, and lower academic performance are characteristics of:
9. According to the authors, available online data are usually inaccurate.
10. Researchers choose levels of measurement in the process of operationalizing variables.
11. The ratio level of measurement identifies variables whose variables have no mathematical interpretation.
12. Regardless of which standard of poverty is used, data show that the U.S. poverty level has increased since the 1990s.
13. Completeness and saturation are two tests involved in _____ sampling.
14. When evaluating sample quality, it is important to have a clear understanding about the:
15. Which type of sampling ensures that the sample represents certain characteristics in proportion to the population?
16. When may sampling be unnecessary?
17. Which sampling technique is more desirable when the goal is generalizability?
18. Which one of the following statements accurately describes a normal distribution?
19. The statistic computed for the entire population is called the:
20. The number of elements from one sample case to another is called the sampling:
21. Sample generalizability refers to:
22. Quota sampling does not use a random selection procedure.
23. Choosing sites on the basis of their t with a typical situation helps increase the generalizability of the sample
24. Generalizability will be unknown in qualitative research involving small, unrepresentative samples.
25. Understanding sampling distributions is the foundation for understanding how statisticians can estimate sampling error.

Other sets

1. At the nominal level of measurement, a variable’s attributes are exhaustive when:
2. The absolute standard of poverty was developed by:
3. Which type of validity is used when no clear criterion exists for validation purposes?
4. Triangulation refers to the:
5. Concurrent and predictive validity are types of _____ validity.
6. Few resources, less qualied teachers, and lower academic performance are characteristics of:
7. Kominski et al. (2001) found that _____ of U.S. children are considered “at risk.”
8. The important difference between the ratio level of measurement and the interval level is:
9. The ratio level of measurement identies variables whose variables have no mathematical interpretation.
10. Level of measurement has important implications for the type of statistics that can be used in a study.
11. Researchers choose levels of measurement in the process of operationalizing variables.
12. Asking questions is the basis of surveys, and experimental and qualitative research.
13. Systematic random sampling yields a simple random sample in all situations except:
14. Completeness and saturation are two tests involved in _____ sampling.
15. Which sampling method relies on a random selection procedure?
16. Which one of the following statements accurately describes a normal distribution?
17. Research in which information is obtained through the responses that all available members of an entire population give to questions is called a:
18. How many steps are involved in systematic random sampling?
19. The larger the sample, the more _____ the sampling distribution.
20. Individual members of a sample whose characteristics are being measured are called:
21. Snowball sampling would be most useful for studying which one of the following groups?
22. Any single random sample can be thought of as just one of an innite number of random samples that, in theory, could have been selected from the population.
23. Random selection is typically a haphazard process.
24. Quota sampling does not use a random selection procedure.
25. In order to evaluate the quality of a sample, the population must be clearly stated.