distinguishes three classes of concepts that we measure: First classdirect observables, things we can observe rather simply and directly Second classindirect observables, require relatively more subtle, complex, or indirect observations, while we are not present, someone else has indicated what happened Third classconstructs, theoretical creations that are based on observations but that cannot be observed directly or indirectly (e.g. IQ, prejudice, social class etc.) Concepts are constructs derived by mutual agreement from mental images (conceptions) that summarize collections of seemingly related observations and experiences. Although the observations and experiences are real, at least subjectively, conceptions, and the concepts derived from them, are only mental creations. Concepts only have the meanings that people agree to give them. Reification: regards concepts as real, discovering their real meanings, and what constitutes a genuine measurement of them, science gives concepts clear meanings agreed upon and what is being measured Constructs are real in that they are useful, help make predictions about real things, and have a definite relationship to things that are real and observable.
What Is Conceptualization?
start with abstract ideas: e.g. democracy, effectiveness, volunteerism, citizen satisfaction, high school violence rigor with which study concepts are defined, like level of anger or high school violence which enhances the validity of conceptualizing before measuring
What Is Measurement?
foundation of science and knowledge to increase the validity of quantitative and analytical work through indicators and dimensions
Measurement
careful, deliberate observations of the real world for the purpose of describing objects and events in terms of the attributes composing a variable Most of the variables we want to study seldom have a single, unambiguous meaning. - Indicator - a sign of the presence or absence of the concept under study, whenever we take our concepts seriously and set about specifying what we mean by them, we discover disagreements, inconsistencies, degrees, or kinds - Dimension: a specifiable aspect of a concept which can be grouped and sub-grouped, often paves the way for a more sophisticated understanding of what were studying Resolving conflicts: reasoning, manipulation, violence (dimension)
Measurement Validity
something measures or reflects what it is intended to, by making clear about what is being studied, and its measurability
Concept-Valuing Tandem
variables belong to the realm of directly observable phenomena concepts belong to the realm of ideas concepts are abstract ideas that are observed through variables
clear about the meaning of the concept and, identify all its dimensions, called conceptualization. Identify and define the variables with measures (dimension and indicators)
Measurement Scale
collection of attributes used to measure a specific variable, e.g. gender is commonly measured on a scale by attributes male and female definition of the nature of information about variables, e.g. income exact or bracket measurement varies greatly, some are unique to the variables they measure, like the Richter scale, which measures the strength of earthquakes many with different purposes, such as response scales found in survey questionnaires (Likert scale)
Levels of Measurement
1) nominal-level scale exhibits no ordering among the categories, with the least amount of information, just labels (e.g. sex, religion) 2) ordinal-level scale exhibits order among categories though without exact distances between successive categories, order means that categories can be compared as being more or less than one another (e.g. education, income, age) ordinal- and nominal-level variables are called categorical (or discrete) variables - Likert scales are a common type of ordinal scale, developed in 1932 by Professor Rensis Likert, staple in surveys that measure attitudes (Strongly Agree, Agree, Somewhat Agree, Dont Know, Somewhat Disagree, Disagree, and Strongly Disagree), order but does not say how much more dont know or cant say, forces respondents to answer which is objectionable academically - fails to measure accurately the responses of those who genuinely dont know or cant say while overestimating adjacent categories
Scale Variations
I. Please indicate your agreement with the following statements, using the following scale: 7 = Strongly Agree 3 = Somewhat Disagree 6 = Agree 2 = Disagree 5 = Somewhat Agree 1 = Strongly Disagree 4 = Dont Know / Cant Say a) Students who are violent should be removed from class. b) I would like us to have anger management classes c) There should be an after-school homework assistance program.
Levels of Measurement
3) interval- and ratio-level scales exhibit both order and distance among categories, like someone who exercises daily does so seven times more often than someone who exercises only weekly. Someone who earns P75,000 per year makes exactly three times that of someone making P25,000. The only difference between interval and ratio scales is that the latter have a true zero (for example, income can be zero, but IQ cannot). The distinction between ratio- and interval-level variables is typically of little relevance
- Variables with interval- and ratio-level scales are called continuous variables. In general, it is better to have more information about variables than less. Therefore, continuouslevel scales are preferred over discrete scales
Please use the following scale: 7 = Very Satisfied 3 = Somewhat Dissatisfied 6 = Satisfied 2 = Dissatisfied 5 = Somewhat Satisfied 1 = Very Dissatisfied 4 = Dont Know / Cant Say - Basketball courts - Computer lab - School library How frequently do you use the following school services? 7 = Very Frequently 3 = Very Rarely 6 = Frequently 2 = Never 5 = Occasionally 1 = Dont Know 4 = Rarely - School counselor - School nurse - School librarian
Examples of Continuous Scales How satisfied are you with the following school facilities?