Davis Measurement Research Using Numbers Exam Prep Chapter 5 - Communication Research 4e Complete Test Bank by Andrea M. Davis. DOCX document preview.
Chapter 5: Measurement: Research Using Numbers
Test Bank
Multiple-Choice
1. A course in communication ethics is essential to my career.
Strongly Disagree Disagree Neutral Agree Strongly Agree
The above is an example of a ______.
a. semantic differential scale
b. polynomial scale
c. nominal scale
d. Likert-type scale
Learning Objective: 5.6: Compare and contrast, with examples, Likert and semantic differential scales.
Cognitive Domain: Application
Answer Location: The Likert Scale
Difficulty Level: Medium
2. The leadership in my organization is ______.
Powerful - - - Weak
The above is an example of a ______.
a. Likert-type scale
b. semantic differential scale
c. polynomial scale
d. nominal scale
Learning Objective: 5.6: Compare and contrast, with examples, Likert and semantic differential scales.
Cognitive Domain: Application
Answer Location: The Semantic Differential Scale
Difficulty Level: Medium
3. The acronym “NOIR” stands for ______.
a. nominative – ordinal – interval – ratio
b. nominal – ordinal – interval – ratio
c. nominal – ordinal – intervening – ratio
d. nominative – ordinal – interval – rational
Learning Objective: 5.2: Differentiate, with examples, nominal, ordinal, interval, and ratio measurement.
Cognitive Domain: Knowledge
Answer Location: Research NOIR
Difficulty Level: Easy
4. “Press, radio, television” is an example of what level of measurement?
a. nominal
b. ordinal
c. interval
d. ratio
Learning Objective: 5.2: Differentiate, with examples, nominal, ordinal, interval, and ratio measurement.
Cognitive Domain: Application
Answer Location: Nominal Measurement
Difficulty Level: Medium
5. Rank order questions are an example of ______ measurement.
a. nominal
b. phenomenal
c. ordinal
d. interval
Learning Objective: 5.2: Differentiate, with examples, nominal, ordinal, interval, and ratio measurement.
Cognitive Domain: Comprehension
Answer Location: Ordinal Measurement
Difficulty Level: Medium
6. “Freshman, sophomore, junior, senior” is an example of what level of measurement?
a. nominal
b. ordinal
c. interval
d. ratio
Learning Objective: 5.2: Differentiate, with examples, nominal, ordinal, interval, and ratio measurement.
Cognitive Domain: Application
Answer Location: Ordinal Measurement
Difficulty Level: Medium
7. A Likert scale is an example of what kind of measurement?
a. nominal
b. ordinal
c. interval
d. ratio
Learning Objective: 5.2: Differentiate, with examples, nominal, ordinal, interval, and ratio measurement.
Cognitive Domain: Knowledge
Answer Location: Interval Measurement
Difficulty Level: Easy
8. The basic characteristic of interval measures is the assumption of ______.
a. varying intervals between points on a scale
b. equal intervals between points on a scale
c. true zero that captures the absence of an attribute
d. labeling and classification
Learning Objective: 5.2: Differentiate, with examples, nominal, ordinal, interval, and ratio measurement.
Cognitive Domain: Comprehension
Answer Location: Interval Measurement
Difficulty Level: Medium
9. Ratio scales have values that ______.
a. can be computed and a true zero
b. can be computed and no true zero
c. cannot be computed and no true zero
d. cannot be computed and a true zero
Learning Objective: 5.2: Differentiate, with examples, nominal, ordinal, interval, and ratio measurement.
Cognitive Domain: Comprehension
Answer Location: Ratio Measurement
Difficulty Level: Medium
10. Parallel forms, split half, and item-total are all ______.
a. types of experimental design
b. principles of visual composition
c. tests for validity
d. tests for reliability
Learning Objective: 5.4: Identify ways of assessing reliability.
Cognitive Domain: Comprehension
Answer Location: Reliability
Difficulty Level: Medium
11. Correlation scores range between ______.
a. 0 and 1
b. 0 and 10
d. 1 and 10
e. 1 and 100
Learning Objective: 5.4: Identify ways of assessing reliability.
Cognitive Domain: Knowledge
Answer Location: Test-Retest
Difficulty Level: Medium
12. The secret to high intercoder or observer reliability is(are) ______.
a. thorough using surveys only
b. clear definitions and classifications of observed behaviors
c. random selection of observers
d. using qualitative interviews
Learning Objective: 5.4: Identify ways of assessing reliability.
Cognitive Domain: Comprehension
Answer Location: Intercoder or Observer Reliability
Difficulty Level: Medium
13. Proprietary measurement instruments are instruments that ______.
a. may be used without permission
b. have been copyrighted
c. are not useful for research
d. are not owned by others
Learning Objective: 5.5: Identify ways of assessing validity.
Cognitive Domain: Application
Answer Location: Criterion Validity: Tests OK
Difficulty Level: Hard
14. Valid measures should show everything EXCEPT ______.
a. a close relationship to similar measures
b. no relationship to dissimilar measures
c. precise wording
d. inaccurate information
Learning Objective: 5.3: Explain the concepts of validity and reliability.
Cognitive Domain: Application
Answer Location: Validity
Difficulty Level: Medium
15. Reification means that a concept or abstraction is ______.
a. simplified
b. quantified
c. treated as a real thing
d. reliable
Learning Objective: 5.6: Compare and contrast, with examples, Likert and semantic differential scales.
Cognitive Domain: Application
Answer Location: The Semantic Differential Scale
Difficulty Level: Hard
16. Likert-format questions use a scale anchored by ______.
a. words with opposite meanings
b. “strongly agree” and “strongly disagree”
c. 0 and 10
d. “yes” and “no”
Learning Objective: 5.6: Compare and contrast, with examples, Likert and semantic differential scales.
Cognitive Domain: Comprehension
Answer Location: The Likert Scale
Difficulty Level: Medium
17. Semantic differential-format questions use a scale anchored by ______.
a. words with opposite meanings
b. “strongly agree” and “strongly disagree”
c. 0 and 10
d. “yes” and “no”
Learning Objective: 5.6: Compare and contrast, with examples, Likert and semantic differential scales.
Cognitive Domain: Comprehension
Answer Location: The Semantic Differential Scale
Difficulty Level: Medium
18. Which of the following is a type of reliability?
a. inter-item
b. construct
c. convergent
d. divergent
e. predictive
Learning Objective: 5.3: Explain the concepts of validity and reliability.
Cognitive Domain: Knowledge
Answer Location: Validity
Difficulty Level: Easy
19. Which of the following is a measure of validity?
a. established measures
b. split half
c. inter-item
d. content
Learning Objective: 5.4: Identify ways of assessing reliability.
Cognitive Domain: Knowledge
Answer Location: Reliability
Difficulty Level: Easy
True/False
1. The established measures technique is a measure of validity.
Learning Objective: 5.4: Identify ways of assessing reliability.
Cognitive Domain: Comprehension
Answer Location: Established Measures Reliability
Difficulty Level: Medium
2. Likert and semantic differential questions have the same format.
Learning Objective: 5.6: Compare and contrast, with examples, Likert and semantic differential scales.
Cognitive Domain: Knowledge
Answer Location: Two Common Measurement Scales
Difficulty Level: Easy
3. Likert-format questions use a scale anchored by words with opposite meanings.
Learning Objective: 5.6: Compare and contrast, with examples, Likert and semantic differential scales.
Cognitive Domain: Knowledge
Answer Location: The Likert Scale
Difficulty Level: Medium
4. Semantic differential-format questions use a scale anchored by “strongly agree” and “strongly disagree.”
Learning Objective: 5.6: Compare and contrast, with examples, Likert and semantic differential scales.
Cognitive Domain: Knowledge
Answer Location: The Semantic Differential Scale
Difficulty Level: Easy
5. “Construct,” “convergent,” “divergent,” and “predictive” are all types of reliability measures.
Learning Objective: 5.5: Identify ways of assessing validity.
Cognitive Domain: Comprehension
Answer Location: Validity
Difficulty Level: Medium
6. “Established measures,” “split half,” and “inter-item” are all types of validity measures.
Learning Objective: 5.4: Identify ways of assessing reliability.
Cognitive Domain: Comprehension
Answer Location: Reliability
Difficulty Level: Medium
7. “Numeral” refers to figures that are a basis of measurement and can be computed.
Learning Objective: 5.1: Discuss the concept of measurement and its use in communication research.
Cognitive Domain: Knowledge
Answer Location: What Do Your Head Size, Attitudes, and Readability Have in Common?
Difficulty Level: Easy
8. The word number refers to figures that are labels and cannot be computed.
Learning Objective: 5.1: Discuss the concept of measurement and its use in communication research.
Cognitive Domain: Knowledge
Answer Location: What Do Your Head Size, Attitudes, and Readability Have in Common?
Difficulty Level: Easy
9. Numbers and numerals are different things.
Learning Objective: 5.1: Discuss the concept of measurement and its use in communication research.
Cognitive Domain: Comprehension
Answer Location: What Do Your Head Size, Attitudes, and Readability Have in Common?
Difficulty Level: Medium
10. NOIR in research stands for Nominal, Ordinal, Interval, Ratio.
Learning Objective: 5.2: Differentiate, with examples, nominal, ordinal, interval, and ratio measurement.
Cognitive Domain: Knowledge
Answer Location: Research NOIR
Difficulty Level: Easy
11. The only numbers researchers can get from nominal variables are counts or percentages.
Learning Objective: 5.2: Differentiate, with examples, nominal, ordinal, interval, and ratio measurement.
Cognitive Domain: Comprehension
Answer Location: Nominal Measurement
Difficulty Level: Medium
12. Interval measures assume an equal distance between points on a scale.
Learning Objective: 5.2: Differentiate, with examples, nominal, ordinal, interval, and ratio measurement.
Cognitive Domain: Comprehension
Answer Location: Interval Measurement
Difficulty Level: Medium
13. Ratio scales measure from a “true” zero point.
Learning Objective: 5.2: Differentiate, with examples, nominal, ordinal, interval, and ratio measurement.
Cognitive Domain: Knowledge
Answer Location: Ratio Measurement
Difficulty Level: Easy
14. Nominal and ordinal data are considered discrete variables.
Learning Objective: 5.2: Differentiate, with examples, nominal, ordinal, interval, and ratio measurement.
Cognitive Domain: Comprehension
Answer Location: Why Do We Care?
Difficulty Level: Medium
15. Interval and ratio data are considered continuous variables.
Learning Objective: 5.2: Differentiate, with examples, nominal, ordinal, interval, and ratio measurement.
Cognitive Domain: Knowledge
Answer Location: Why Do We Care?
Difficulty Level: Easy
16. If your results are reliable, it means they must be accurate or true.
Learning Objective: 5.3: Explain the concepts of validity and reliability.
Cognitive Domain: Comprehension
Answer Location: Reliability
Difficulty Level: Medium
17. If your results are reliable, it means other researchers doing your study should get basically the same results each time.
Learning Objective: 5.3: Explain the concepts of validity and reliability.
Cognitive Domain: Application
Answer Location: Reliability
Difficulty Level: Medium
18. Intercoder reliability attempts to show that a measure of communication will produce the same results at two different times if everything else is the same.
Learning 5.4: Objective: Identify ways of assessing reliability.
Cognitive Domain: Knowledge
Answer Location: Intercoder or Observer Reliability
Difficulty Level: Medium
19. In test–retest, a test is given to a group of people and then repeated, with the same people, a week or two later.
Learning Objective: 5.4: Identify ways of assessing reliability.
Cognitive Domain: Knowledge
Answer Location: Test-Retest
Difficulty Level: Easy
20. Inter-item reliability checks that individual questions in a set are measuring the same concept.
Learning Objective: 5.4: Identify ways of assessing reliability.
Cognitive Domain: Knowledge
Answer Location: Inter-Item or Internal Reliability
Difficulty Level: Easy
21. A split-half technique involves comparing results from your measurement to the results from a measurement that has already been used and tested.
Learning Objective: 5.4: Identify ways of assessing reliability.
Cognitive Domain: Knowledge
Answer Location: Established Measures Reliability
Difficulty Level: Medium
22. A 100% reliable instrument that measures the wrong thing can still be useful.
Learning Objective: 5.3: Explain the concepts of validity and reliability.
Cognitive Domain: Comprehension
Answer Location: Validity
Difficulty Level: Easy
23. If a measure has “face validity,” it means the questions appear to measure what they’re supposed to measure.
Learning Objective: 5.5: Identify ways of assessing validity.
Cognitive Domain: Knowledge
Answer Location: Content Validity: Looks OK
Difficulty Level: Easy
24. Expert validity and face validity are roughly the same.
Learning Objective: 5.5: Identify ways of assessing validity.
Cognitive Domain: Comprehension
Answer Location: Content Validity: Looks OK
Difficulty Level: Medium
25. Construct validity predicts “real-world” outcomes.
Learning Objective: 5.5: Identify ways of assessing validity.
Cognitive Domain: Knowledge
Answer Location: Criterion Validity: Tests OK
Difficulty Level: Easy
26. An ideal study has strong validity and reliability.
Learning Objective: 5.3: Explain the concepts of validity and reliability.
Cognitive Domain: Knowledge
Answer Location: Who Wins in the Reliability-Validity Shootout?
Difficulty Level: Easy
27. A Likert scale may have response options of “strongly agree” to “strongly disagree.”
Learning Objective: 5.6: Compare and contrast, with examples, Likert and semantic differential scales.
Cognitive Domain: Knowledge
Answer Location: The Likert Scale
Difficulty Level: East
28. The semantic differential scale uses a scale anchored by words with opposite meanings.
Learning Objective: 5.6: Compare and contrast, with examples, Likert and semantic differential scales.
Cognitive Domain: Knowledge
Answer Location: The Semantic Differential Scale
Difficulty Level: Easy
Essay
1. Write one example each of a nominal, interval, and ratio variable.
Learning Objective: 5.2: Differentiate, with examples, nominal, ordinal, interval, and ratio measurement.
Cognitive Domain: Application
Answer Location: Research NOIR
Difficulty Level: Medium
2. How close can a measure ever come to capturing what it is supposed to capture? Discuss, with examples to support your discussion.
Learning Objective: 5.3: Explain the concepts of validity and reliability.
Cognitive Domain: Analysis
Answer Location: Validity
Difficulty Level: Hard
3. Which of reliability or validity do you consider to be the most important in a measure? Explain why.
Learning Objective: 5.3: Explain the concepts of validity and reliability.
Cognitive Domain: Analysis
Answer Location: Who Wins in the Reliability-Validity Shootout?
Difficulty Level: Hard
4. Discuss the advantages and disadvantages of using Likert-type scales as a way of measuring human communication.
Learning Objective: 5.6: Compare and contrast, with examples, Likert and semantic differential scales.
Cognitive Domain: Application
Answer Location: The Likert Scale
Difficulty Level: Hard
5. Discuss the advantages and disadvantages of using semantic differential scales as a way of measuring human communication.
Learning Objective: 5.6: Compare and contrast, with examples, Likert and semantic differential scales.
Cognitive Domain: Application
Answer Location: The Semantic Differential Scale
Difficulty Level: Hard
6. Write a brief explanation of reliability and validity to demonstrate that you understand the difference between the two.
Learning Objective: 5.3: Explain the concepts of validity and reliability.
Cognitive Domain: Application
Answer Location: To Noir Is Not Enough: Reliability and Validity
Difficulty Level: Medium
7. Discuss whether measurement scales can or cannot successfully capture such concepts as intelligence, patriotism, love, or friendship. Support your reasoning with examples wherever possible.
Learning Objective: 5.3: Explain the concepts of validity and reliability.
Cognitive Domain: Analysis
Answer Location: To Noir Is Not Enough: Reliability and Validity
Difficulty Level: Hard
8. Briefly explain why we care about the type of category our data collection falls into?
Learning Objective: 5.2: Differentiate, with examples, nominal, ordinal, interval, and ratio measurement.
Cognitive Domain: Application
Answer Location: Why Do We Care?
Difficulty Level: Medium
9. How would you explain the concept of measurement to someone not in this class?
Learning Objective: 5.1: Discuss the concept of measurement and its use in communication research.
Cognitive Domain: Application
Answer Location: An Introduction to Scales
Difficulty Level: Hard
10. What does zero mean in ratio-level measurement?
Learning Objective: 5.2: Differentiate, with examples, nominal, ordinal, interval, and ratio measurement.
Cognitive Domain: Comprehension
Answer Location: Ratio Measurement
Difficulty Level: Medium
11. What is inter-item or internal reliability and why does it matter for our measurement?
Learning Objective: 5.4: Identify ways of assessing reliability.
Cognitive Domain: Application
Answer Location: Inter-Item or Internal Reliability
Difficulty Level: Medium