Summary of Reviewer: b) Quartile Deviation

o Variations of Scores or Types of Scores Q3 – P25 Q2 – P50 Q3 – P75

o Organizing & Summarizing Quantitative Data
o Types of Reliability
o Types of Validity
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*** Raw Scores are converted into relative measure
c) Standard Deviation – used when there is normal curve
and partnered with the mean.
- Determine if the individual is HA, A, BA, LA and S
- Add the mean to 1SD or 2SD or 3SD or 4SD or
the “-“version to get the scores belonging in the
LA to S

2 types of Question/Statement formulation ( Keyed ) d) Standard Scores – express the individual’s distance
1. Positively Keyed direction – questions/statements are from the mean in terms of the SD of the distribution
directed to the variables (Z-scores)
Ex. Anxiety – Are you frequently nervous? Draw normal curve… with A, BA, LA, AA & S (graph)

2. Negatively Keyed direction – questions/statements are

indirectly towards the variables
Ex. Anxiety – Are you comfortable in public speaking?

Variations of Scores / Types of Scores

A. 1 point – YES or NO

+ -
(Anxiety) (Anxiety)
Are you frequently nervous? Are you comfortable in public
speaking?
*If answer is YES --- 1pt *If answer is YES --- 0pt e) Normalized Standard Score – are standard scores in
If answer is NO --- 0 pt If answer is NO – 1 pt terms of distribution that has been transformed to fit a
normal curve.
B. Likert Scales – responses are measured in 5 categories
(e.g. 5-Strongly Agree; 4- Agree; 3-Undecided; 2-disagree; 1. Stanine Score -- provides a single-digit
1 – strongly disagree) system of 9 scores with a mean of 5 and SD
of approximately 2
+ -
2. Stem Score -- same as stanine but has a 10
(Anxiety) (Anxiety)
score system
I am always nervous. I am comfortable in public
* the rating of the participant speaking.
*** Scores can be converted to stanine by arranging
will be the raw score for the * the rating of the participant
the original scores in order of size and then assigning
questions (e.g. 5-rating then 5 will be reversed to get the
stanines in accordance with the normal curve.
will be the score; 1-rating then score (e.g. 5-rating then 1 will
1 will be the score) be the score; if 4 –rating then
% 4 7 12 17 20 17 12 7 4
2 will be the score)
Stanine 1 2 3 4 5 6 7 8 9
C. Within-groups NORMS – the individuals performance is
BA A AV
evaluated in terms of the performance of the mostly nearly
comparable standardization group
Stem 1 2 3 4 5 6 7 8 9 10
a) Percentile – expressed in the term of the percentage
BA A AA
of persons in the standardization sample who fall
below a given raw score.
- Gives the relative position

P50 = median /P25 P75 = 3rd Quartile

*** if the curve is skewed, use QD (Quartile Deviation)

Organizing and Summarizing Quantitative Data
(a) Frequency Table – grouping the score into convenient
class interval and tallying each score in the appropriate
interval then are counted to find the frequency or the
number of cases in each class interval, the sum of the
frequencies id equal to N.
(b) Measures of Central Tendencies – provides a single most
typical or representative score to characterize the
performance of the group; measures the average/ majority
score commonly occurring.
 MEAN (average) – adding all the score and dividing
the sum by the number of cases (N)
 MODE (most frequent score) – the midpoint of the
class interval with the highest frequency ; used for
nominal data
 MEDIAN (middle most score) – the point that bisects
the distribution; half the cases falling above and half
below.
*** If mean, median and mode have variation of scores the
graph will be skewed not a normal curve.
(c) Measures of Variability—the extent of individual
differences around the central tendency
 RANGE – between the High and low score
 STANDARD DEVIATION – always partnered with the
mean; provides the basis for expressing individual
scores in different test in terms of norms.
- the square root of SD = variance/ mean square
deviation  useful in sorting out the contributions
of different factors to individual differences in test
performance.
- Negative sign of SD is disregarded.
CORRELATION COEFFICIENT  a way to find reliability and
validity; expresses the degree of correspondence/relationship
between 2 sets of scores.
2 variables:
 + correlation = X Y; X Y
 - correlation = X Y; X Y
Values:
≈ .00 to .20 – no corr.
≈ .21 to .40 – slightly/weal
≈ .41 to .70 – moderate
≈ .71 to .90 – High
≈ .91 to .99 – Very High
≈ -1 to 1 – Perfect
Techniques:
a) Pearson R – both are ration/interval
b) Spearman’s Rho – both are ordinal ; n>=30
c) Kendall’s Tau – both are ordinal; n<=30
d) Chi Square – both are nominal (phi coefficient)
e) Point Biserial – when X is nominal and Y is
ratio/interval
RELIABILITY  consistency of scores or agreement between
2 independently derived sets of score.
Types:
 Test-Retest Reliability – repeating the identical test;
consistency overtime
 Split-half Reliability – consistent content; 1 administration
of test then the test questions will be divided into half (e.g.
all odd and all even) then correlate the answers (e.g.
correlation between the odd and even answers)
 Alternate Form Reliability - content; 2 administration of
test with same variable: the 1st administered test is 1 form
of the test and the 2nd administration of test will have the
same variable to be measured but different sets of
questions/statements.
 Inter-rater/ Inter-scores reliability – ability of observers to
give consistent ratings.
 Kuder-Richardson and Coeffiecient/Cronbahc Alpha –
single administration of test, single form used; based on
the consistency of responses to all times in the test
(content and subject pool)
- The cronbach alpha value will determine if there will
be revisions or not. (.81 & above – no revisions;; .70
to .80 – needs revisions)
SPSS: analyze – scale—reliability analysis
VALIDITY  what the test suppose to measure?
Types:
 Face Validity -- appearance ( ex. Leading
statemens/obvious answers)
 Content -- RRL, standardized; experts review
 Criterion –PREDICTIVE -- administer OWN’s test first to
predict there will be same result to a standardized test
(the own test will predict the result the standardized test)
 Criterion-CONCURRENT – administer a standardized
test then administer the self-made test and see if there
were similarities in the result or correlation
 Construct -- test to measure a theoretical construct or
trait.