Test Bank Levels Of Measurement And Aggregation Chapter 2 5e - Answer Key + Test Bank | Statistics for Criminology and Criminal Justice 5e by Bachman by Ronet D. Bachman. DOCX document preview.
Chapter 2: Levels of Measurement and Aggregation
Test Bank
Multiple Choice
1. A respondent’s race would be considered a ______.
a. variable
b. constant
c. unit of analysis
Learning Objective: 2.1. Summarize the role of variables in research.
Cognitive Doman: Knowledge
Answer Location: Introduction
Difficulty Level: Easy
2. Political party identification would be an example of what type of variable?
a. categorical
b. continuous
c. quantitative
d. ranked
Learning Objective: 2.3. Describe the difference between variables that identify qualities compared with variables that identify quantities.
Cognitive Doman: Comprehension
Answer Location: Levels of measurement
Difficulty Level: Easy
3. Which of the following is an example of a quantitative variable?
a. gender
b. number of crimes committed in the past year
c. religion
d. country of origin
Learning Objective: 2.3. Describe the difference between variables that identify qualities compared with variables that identify quantities.
Cognitive Doman: Comprehension
Answer Location: Levels of measurement
Difficulty Level: Easy
4. A rank of first, second, and third from a competition would be an example of which type of variable?
a. nominal
b. ordinal
c. interval
d. ratio
Learning Objective: 2.2. Identify the four levels of measurement variables can have.
Cognitive Doman: Comprehension
Answer Location: Ordinal level of measurement
Difficulty Level: Easy
5. On a survey, individuals are asked how fearful of crime they are in their neighborhood. The answer choices are 1 = very fearful; 2 = somewhat fearful; 3 = not very fearful; 4 = not fearful at all. This is an example of which type of variable?
a. nominal
b. ordinal
c. interval
d. ratio
Learning Objective: 2.2. Identify the four levels of measurement variables can have.
Cognitive Doman: Comprehension
Answer Location: Ordinal level of measurement
Difficulty Level: Easy
6. The number of crimes one committed in the past 6 months is an example of which type of variable?
a. nominal
b. ordinal
c. interval
d. ratio
Learning Objective: 2.2. Identify the four levels of measurement variables can have.
Cognitive Doman: Comprehension
Answer Location: Ratio level of measurement
Difficulty Level: Easy
7. To be classified as an ______ variable the difference between adjacent values along the measurement scale must be the same at every two points.
a. nominal-level
b. ordinal-level
c. interval-level
d. ratio-level
Learning Objective: 2.2. Identify the four levels of measurement variables can have.
Cognitive Doman: Comprehension
Answer Location: Interval level of measurement
Difficulty Level: Easy
8. A survey question that asked “Have you gotten arrested at least once in your life?” would be an example of what type of variable?
a. quantitative
b. binary
c. qualitative
d. constant
Learning Objective: 2.3. Describe the difference between variables that identify qualities compared with variables that identify quantities.
Cognitive Doman: Comprehension
Answer Location: The case of dichotomies
Difficulty Level: Easy
9. If your hometown had a population of 100,000 and had 10 homicides last year, what would the homicide rate per 1,000 be?
a. 0.01
*b. 0.10
c. 0.001
d. 0.0001
Learning Objective: 2.4. Explain the differences among raw frequencies, proportions, percentages, and rates.
Cognitive Doman: Application
Answer Location: Counts and rates
Difficulty Level: Medium
10). Given the hypothetical table below, which age group has the highest rate of committing violent crimes?
Age Group | Number of Violent Crimes Committed (f) | Population Count |
12–17 | 2,300 | 545,370 |
18–24 | 8,900 | 527,410 |
25–34 | 11,850 | 604,500 |
35–49 | 10,900 | 684,150 |
50–64 | 6,300 | 566,990 |
65 and over | 1,090 | 112,760 |
a. 18–24
b. 25–34
c. 35–49
d. 50–64
Learning Objective: 2.4. Explain the differences among raw frequencies, proportions, percentages, and rates.
Cognitive Doman: Application
Answer Location: Counts and rates
Difficulty Level: Easy
11. The following equation, 
, is the derivation for ______.
a. rate
b. percentage
c. ratio
d. proportion
Learning Objective: 2.4. Explain the differences among raw frequencies, proportions, percentages, and rates.
Cognitive Doman: Comprehension
Answer Location: The importance of rates for victimization data
Difficulty Level: Medium
12. If a researcher was interested in the number of gun homicides in multiple cities across a state, what would the unit of analysis be?
a. guns
b. crime
c. cities
d. people
Learning Objective: 2.5. Define the units of analysis in any particular data set.
Cognitive Doman: Comprehension
Answer Location: Units of analysis
Difficulty Level: Easy
True/False
13. A nominal level variable can also be a dichotomous variable.
Learning objective: 2.1. Summarize the role of variables in research.
Cognitive domain: Knowledge
Answer location: The case of dichotomies
Difficulty level: Easy
14. Outdoor temperature in degrees Fahrenheit would be considered an ordinal variable?
Learning objective: 2.2. Identify the four levels of measurement variables can have.
Cognitive domain: Knowledge
Answer location: Ratio levels of measurement
Difficulty level: Easy
15. Interval and ratio level variables are considered continuous measures.
Learning objective: 2.2. Identify the four levels of measurement variables can have.
Cognitive domain: Knowledge
Answer location: Ratio levels of measurement
Difficulty level: Easy
16. A count is the number of times an even occurs in the data.
Learning objective: 2.2. Identify the four levels of measurement variables can have.
Cognitive domain: Knowledge
Answer location: Counts and rates
Difficulty level: Easy
17. When surveying individuals about the number of crimes they have committed, the unit of analysis is the individual.
Learning objective: 2.5. Define the units of analysis in any particular data set.
Cognitive domain: Comprehension
Answer location: Units of analysis
Difficulty level: Easy
18. The NCVS uses the individual as the unit analysis while the FBI uses the city or state as the unit of analysis.
Learning objective: 2.5. Define the units of analysis in any particular data set.
Cognitive domain: Comprehension
Answer location: Units of analysis
Difficulty level: Easy
19. If a researcher was studying the effects of extra policing on geographically targeted areas versus control areas with no extra policing, the unit of analysis would be the police officer?
Learning objective: 2.5. Define the units of analysis in any particular data set.
Cognitive domain: Comprehension
Answer location: Units of analysis
Difficulty level: Medium
20. If a researcher was studying neighborhood levels of informal social control across different neighborhoods, the neighborhood would be the unit of analysis?
Learning objective: 2.5. Define the units of analysis in any particular data set.
Cognitive domain: Comprehension
Answer location: Units of analysis
Difficulty level: Medium
Essay
21. Discuss the different levels of measurement and give an example for each.
Learning objective: 2.2. Identify the four levels of measurement variables can have.
Cognitive domain: Comprehension
Answer Location: Levels of Measurement
Difficulty level: Medium
22. Calculate the rate of crime per 100,000.
City | Number of Crimes | Total Population | Rate per 100,000 |
City A | 730,300 | 2,600,000 | |
City B | 700,000 | 615,000 |
Learning objective: 2.4. Explain the differences among raw frequencies, proportions, percentages, and rates.
Cognitive domain: Application/Analysis
Answer Location: Count and rates
Difficulty level: Medium
23. Complete the frequencies and percentages for the following table.
Age of Respondent | f | % |
Under 18 | 15 | ______ |
18–30 | 29 | ______ |
31–50 | ______ | 22.1 |
50 and older | ______ | ______ |
______ | ||
Total | 86 | 100.0 |
Learning objective: 2.4. Explain the differences among raw frequencies, proportions, percentages, and rates.
Cognitive domain: Application/Analysis
Answer Location: Proportions and percentages
Difficulty level: Hard
24. Why should a researcher use rates, percentages, or proportions over simple counts and frequencies?
Learning objective: 2.4. Explain the differences among raw frequencies, proportions, percentages, and rates.
Cognitive domain: Comprehension
Answer Location: Counts and rates; The importance of rates for victimization data; Proportion and percentages
Difficulty level: Medium
25. You are able to gain access to a prison to distribute your survey questionnaire. You ask inmates the number of crimes they committed prior to their sentence. Their responses have been organized into the following frequency distribution table. Fill in the missing frequency and percentages.
# of crimes committed | f | % |
0 | 20 | ______ |
1–2 | 9 | ______ |
3–5 | 6 | ______ |
5 or more | ______ | ______ |
Total | 110 | 100.0 |
Learning objective: 2.4. Explain the differences among raw frequencies, proportions, percentages, and rates.
Cognitive domain: Application/Analysis
Answer Location: Proportions and percentages
Difficulty level: Hard
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Answer Key + Test Bank | Statistics for Criminology and Criminal Justice 5e by Bachman
By Ronet D. Bachman