PSYCHOMETRICS

PSYCHOMETRICS

***This is due in 24 hours***

This is a dual assignment! Part I and Part II is one assignment and it is a part of a group assignment. The second assignment are 3 questions that should have a minimum word count of 175 words for each question.

Session I ***This is a group assignment***

Look at the attachments that was submitted for my group

****I am responsible for only the highlighted portions of the assignment.***

a. Part I: Construct Development and Scale Creation

Choose a construct you would like to measure. Measuring motivation of school-aged children to learn in a public-school classroom)

Create an operational definition of your construct using at least three peer-reviewed journal articles as references.

Select and list five items used to sample the domain.

Select the method of scaling appropriate for the domain. (1 PARAGRAPH)

Justify why you selected the scaling method you did.

Format the items into an instrument with which you would query respondents.

Justify whether this is an interview or self-report instrument.

Part II: Analysis and Justification

Write a 1,400- to 1,750-word analysis of how you developed your instrument.( I HAVE TO WRITE 2-3 PARAGRAPHS ONLY)

Describe how you would norm this instrument and which reliability measures you would use.

Discuss how many people you would give it to.

Describe the characteristics that your respondents would have. (2 PARAGRAPH)

Explain to whom the instrument would be generalized.

Describe how you would establish validity.

Describe the methods you used for item selection.

Discuss whether or not cut-off scores would be established.

Explain how item selection will be evaluated.

Format your paper according to APA guidelines.

SESSION II

**You must answer 3 questions using 175 words minimum word count must be original work and must cite references using APA style**

Question 1: What is meant by the utility of a test? What are factors that affect a test’s utility?

Question 2: What are the pros and cons of using either interviews or self-report when administering a psychometric test/assessment?

Question 3: Do you think that in current times that IQ tests are still racially biased? Please look at attached article” Exploring racially…..” http://eds.a.ebscohost.com/eds/detail/detail?vid=0&sid=a25e7b37-defc-454c-a7b0-26d67b423d98%40sdc-v-sessmgr03&bdata=JkF1dGhUeXBlPXNoaWImc2l0ZT1lZHMtbGl2ZSZzY29wZT1zaXRl#AN=131192291&db=sih

Running head: MEASURING MOTIVATION 6

Construct Development, Scale Creation, and Process Analysis

Measuring Motivation

Construct Development, Scale Creation, and Process Analysis

Measuring Motivation

Operational Definitions

Items Used to Sample the Domain

The 5 items used to the sample domain will be:

1) Learning Issues

2) Positive/negative Reinforcement

3) Social Challenges

4) Parental Engagement

5) Teacher Encouragement

Method of Scaling Appropriate for the Domain

The age of the participants involved are significant in choosing the appropriate method for the domain. It is important that the scaling method address age, language and cultural barriers. An appropriate scaling method to measure the motivation for learning among children 8 to 13 years of age is the ratings scale Morally Database Behaviors Scale-Revised (MDBS-R). Test takers are able to express their opinion on a 10-point scale based on the test takers strength of an attitude or emotion. The students are able to answer questions based on the items used to sample the domain. The MDBS-R is able to take several forms with the ability to record “judgments of oneself, others, experiences, or objects” Cohen, Swerdlik & Sturman, 2018).

Justification of Selection of Scaling Method

The use of the MDBS-R provides the flexibility to work with students in the age category based on level of comprehension. For the younger children or children that may face language barriers, the rating scale can take several forms. Illustrations using “Smiley” faces. The items measured are based on moral issues regarding opinions. The information is used to access the strength the students’ belief and convictions of their motivation to learn. Also, the different forms of this rating scales addresses the educational and comprehension level based on the ages of the children. Children at the age of 13 are far more advanced than children 8 years of age.  Illustrations such as facial expression provide younger children to express their attitude towards motivation and more advance children may express themselves in a more advanced measurement scale.

Instrument to Query Respondents

Justification for Interview v. Self-Report Instrument

This particular instrument would be an interview instrument. An interview instrument would allow for less bias than a self-reporting instrument. A highly trained professional would administer the instrument to measure motivation and would record observations in the notated boxes. An interview instrument would allow for some structure; meaning that the responses are rigid and allow for little open-ended responses. However, interview instruments also allow some open-ended responses (Cohen & Swerdlik, 2018) that will allow for a deeper look into processes.

Norming the Instruments and Reliability Measures Used-

Motivation can be viewed as naturally rewarding due to the person liking the activity or task, there may be a reward to earn such as an edible item or personal free time given as well as a response cost attached to non-participation such as a punishment of losing a desired item or activity. When we are looking at norming the instrument; this involves us turning the idea of motivation into a system of reinforcement within structured areas of the classroom setting. When students are offered homework passes or other items of motivation; will they complete the structured activity to a degree which shows their ability as well as the desired level of extrinsic or intrinsic motivation or will the response cost be motivating enough to measure the motivation among students who otherwise would not complete tasks (extrinsic motivation). Utilizing test-retest reliability we can measure the behavior relative to motivation by comparing the results of two or more tasks to identify reliability in the results.

Number of People Participating

The structure of the setting will be measured in a public school-aged child classroom which consists of 24 students participating.

Characteristics of Respondents

Motivation plays an important part in the learning situations since it helps a learned develop positive attitudes towards particular subjects. Intrinsic and extrinsic motivations are necessary to improve the performance of children in public schools. The purpose of measuring motivation levels is to determine how motivations affect the performance of learner’s especially middle-aged children in public schools (Maiorana & Ntoumanis, 2017). To facilitate the assessment for motivations, the respondents are expected to meet the needed characteristics to make the evaluation effective.

In this case, the characteristics of the respondents are, the learner should be in an elementary school meaning in the category of six or eight grades. Secondly have an average of eleven years, both genders are involved in the assessment and lastly, the student should be from common ethnic groups. In the motivation assessment, elementary schools are vital in this exercise since the exercise is made for middle-aged children. Besides that, the participation of both genders will ensure clear results are obtained.

Whom the Instrument would be Generalized

The instrument would be used to measure motivation of students to learn within a public school in the United States. The instrument would be generalized to fit the general psychological development stage of growing children. The instrument would also be generalized to ensure that it does not appeal more favorably to urban versus rural populations. Furthermore, the instrument would not be culturally biased to influence responses based on ethnicity or race, as well as socioeconomic background. The instrument would be used to measure school aged children, ages 8-13, in terms of motivation to learn, taking into account the varying disorders that are present in public schools across the nation.

Establishing Validity

Methods Used for Item Selection

All of the items listed for sampling can one way or another affect a child’s motivation in school whether it be the lack of reward for doing a good job, learning issues that are likely out of the control of the child, as well as parents who are not engaged with helping their children during homework time. While all five items may not apply to all participants it is likely that each will struggle with one or more of the sampling items. Many students have at one point or another struggled in school whether it be a specific subject they don’t understand, have had bad experiences and/or outcomes with taking tests in the past, and possibly low self-esteem which leads them to believe that they are unable to complete their work as required. Positive reinforcement can be a good way to elicit motivation in a child (Cozby & Bates, 2015). Many children are motivated by tangible rewards whether it be ice cream for a good grade or a new game or toy that they have been asking for.

Cut-Off Scores

Evaluation of Item Selection

References

Cohen, R. J., Swerdlik, M. E, & Sturman, E. D. (2018). Psychological testing and assessment:

An introduction to tests and measurement (9th ed.). New York, NY: McGraw-Hill.

Cozby, P.C. & Bates, S.C. (2015). Methods in behavioral research (12th ed.).

New York, NY: McGraw-Hill.

Maiorana, A., & Ntoumanis, N. (2017). Physical activity in patients with cardiovascular disease: challenges in measurement and motivation. Heart, Lung and Circulation, 26(10), 1001-1003.