Reliability and Validity Matrix free essay sample

For each of the tests of reliability and validity listed on the matrix, prepare a 50-100-word description of the type of reliability/validity, its purpose and under what conditions these types of reliability and validity would be used as well as when they would be inappropriate. Then, prepare a 50-100-word description of each test’s strengths and a 50-100-word description of each test’s weaknesses. TEST of |Description, Purpose, Application and |Strengths |Weaknesses | |Reliability |Appropriateness | | | |Inter-item |Â  Inter-item consistency is the parallel of all |Â  Test score calculations are more|Â  Inter-item consistency cannot | |Consistency |items on a scale calculated from one trial of a |accurate and clear when there is |measure intelligence or personality. | |test. It is used in assessing how consistent |a lot of consistency. Inter item |If the items are not homogenous with| | |various raters and observers are of the same |consistency is great at measuring |the same difficulty and length, it | | |phenomenon. We will write a custom essay sample on Reliability and Validity Matrix or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page When asking questions to research an |if a test is reliable and |would be ineffective determining | | |idea this test can assess the response of the |consistent based on the length or|internal consistency. Even the | | |test-taker against the idea. Different questions |shortness of a test. The |Spearman-Brown formula would fail. | | |that test the same idea give consistent results. |inter-item consistency test can |Inter-item consistency works best on| | |This is appropriate for example, in testing |show reliability over a period of|tests that are whole-test and long | | |employee performance at different times over a |time. On the flip side, errors |in length rather than half-test uses| | |period of time. Employers can use this to determine|among items can be broken down |or short test. | | |if an employee is eligible for a raise or |and new ones can be added to | | | |promotion. |reach a reliability measurement. | |Split-half |Â  Split-half reliability randomly divides all items |Â  Split-half reliability has its |Â  It is not wise to divide a test in | | |that mean to measure the same idea into two sets. |strength in being efficient and |half straight down the middle | | |When it is difficult to measure reliability with |less tedious for test-takers than|because the content and difficulty | | |two test or perform a test two times, split half |the parallel form. It measures |of questions will not be distributed| | |reliability is suitable. It is appropriate with |internal consistency well. It |evenly. Many intermediary variables | | |uneven random assignment splits need to be |also can check middle variables |are created such as fatigue during | | |measured. It also can be used to create a small |that may cause an error in the |the second half of the test. | |parallel form of the same test. |analysis since the both portions |Deviations in difficulty and | | |Â   |of the test are taken at one |subjects of the items on the first | | |Â   |time. |part of the test compared to the | | | | |second part. |Test/retest |Â  Test-Retest reliability is about taking the same |Â  Test-retest is strong in |Â  Test-retest reliability is weak in | | |test with the same people and two different times |reliability because the results |that the roots of an idea being | | |to measure how stable an idea is over time. If an |measure an individuals reaction |t ested can alter over time. It would| | |idea being measured is supposed to change over a |time and perceived judgment. Such|produce sensitive results that make | | |period then the scores would vary. It is |traits are stagnant and do not |the score of reliability appear | | |inappropriate when measuring for example, computer |change a lot over time and are |lower than the actual measurement. | |skills of college students. A series of lessons |not sensitive to many intervening|For example, a college student may | | |about computers would be on the first and second |variables. |have excellent skills when assessed | | |test, then the test would show variance because of | |on using a HP computer but when | | |the education provided to all testtakers. |assessed on a MAC they could fail or| | |Â   | |when assessed on a computer from 15 | | |Â   | |years ago, they could falter. | |Parallel and |Â  Parallel and alternate forms that test reliability|Â  It helps in determining what |Â  Parallel and alternate forms are | |alternate forms |use many occurrences of the same test items at two |questions are best to ask. It |very time consuming, cost a lot of | | |separate times with the same test-takers. It is |measures the center idea through |money and bring fatigue for the | | |appropriate in measuring traits that are stagnant |different variations on the same |test-taker because of the many | | |over a long period of time and not effective when |test item. The reliability of a |changers of the same test questions | | |measuring limited emotions or anxiety levels. |test increases when similar |over and over. These forms are not | | |Parallel forms can be done with another form such |scores are on the same question |dependable to measure an idea that | | |as split-half. |on many tests. |can alter over time. The tests can | | |Â   | |be taken months or even years apart | | |Â   | |causing intervening variables to | | |Â   | |impact the scores creating error | | | | |variance. |Test of Validity |Description, Application and Appropriateness |Strengths |Weaknesses | |Face validity |Â  Face validity describes the particular view of a |Â  Face validity’s strength is that|Â  A weakness for face validity is its| | |test-taker on the test’s validity. The measurement |a test taker has confidence in |inability to measure validity. A | | |is not about the quantity of the actual validity |the validity of the test and is |test may look like it’s valid but | | |but the test taker’s perception of the tests’ |more comfortable taking the test |not possess good ideas, long enough | | |validity. It is appropriate when measuring the |or passing out the test to be |time, or be taken in a good | | |confidence of a test taker. It measures what it is |taken. Otherwise, the test would |environment. | | |supposed to measure. |be invalid. | | | |Â   | | | | |Â   | | | | |Â   | | | |Â   | | | |Content validity |Â  Content validity is useful to test designers who |Â  Strength for content validity |Â  A pitfall for content validity is | | |need to create test questions that match the |lies in that it can work in |potentially new material is prey to | | |material being tested. It is appropriate for |reverse from job responsibilities|culture and linear changes. The | | |college professors on a final exam. It is |to what is required for the job. |questions can have different answers| | |ineffective for a test designer who wants new |First the questions must cover |in different fields of the world at | | |people to have the same strengths as current |what needs to be performed the |different times. The items on the | | |employees. |duties of the job, then a process|test have to be accurate all the way| | |Â   |to evaluate what an employee |around. | |Â   |contributes to a position | | | |Â   | | | | |Â   | | | |Criterion related |Â  This method, criterion related validity, is very |Â  A positive for criterion-related|Â  A negative about the criterion | | |strong in confirming validity. It is used to verify|validity is it can validate a |related validity is that it can | | |criteria on a test and represent what is really in |test score. Using methods outside|contaminate the results. In the same| | |the trial of test-takers who are tested. A group of|of the test to prove that the |way it can measure and diagnose a | | |people, who have lost everything they owned from a |information on the test covers |personality disorder like | | |natural disaster like a tornado, may all be |the subject matter that is |schizophrenia, a panel of | | |diagnosed as depressed. If they all are tested |supposed to be covered. It is |psychiatrists would use the test | | |using new questions and all score high for |more objective and verifiable |criterion and validity to measure. | | |depression, then the test has proven validity. |that the previous methods and is | | | |Â   |a favorite. | | |Â   | | | | |Â   | | | | |Â   | | | |Construct |Â  Other smaller types of validity are under |Â  A strength for construct |Â  A weakness for construct validity | | |construct validity. This is appropriate when a test|validity is the steps used to |is there is no single idea or it is | | |needs to measure an idea like intelligence or |verify an idea follow a |too vague. The results of the test | | |anxiety. It is ineffective when an idea is not |particular scientific method. |will not be able to be measured | | |clear or covers to broad a spectrum. |First a hypothesis is created, |accurately. The validity of the test| | |Â   |then a prediction is made and |on the idea will have no substance | | |Â   |then the results are measured. |or definition. | |Â   |The predictions are based on | | | |Â   |facts and the test is used to see| | | |Â   |if the prediction is true. If it | | | |Â   |is not true then the test | | | | |questions or idea may have to be | | | | |reviewed. | |

5 Helpful Study Tips for Visual Learners

5 Helpful Study Tips for Visual Learners All of us have a preferred learning style. This just means that your mind is specifically suited to one mode of informational input – hearing things (auditory learners), experiencing things (kinesthetic learners), or seeing things (visual learners) – more than another. No one is only suited to one mode of input, but most people have a clear preference and one of the inputs will be stronger than others. If you prefer being shown something to simply being told, you might be a visual learner. The problem with studying for visual learners is that most (bad) teachers will only use one style – its most likely to be the one they prefer themselves. And if youre in the latter years of your education, auditory input – lectures – is what youre mostly going to get. Try not to be discouraged, however. All types of learners face their own unique challenges. Instead, understand that you should simply adapt your study habits to suit your learning style. Heres how you do it: Use Video Lessons Use resources like Khan Academy that have created videos specifically with visual learners in mind. Everything is written down before your eyes by the instructor, and explained in-depth with lots and lots of examples. They utilize pictures and slides to explain everything from algebra to art history, and a visual learner will do well by watching them. If your professors teaching is not suited to your preferred learning style, use these visual lessons to catch up on any material you might have missed. Flashcards Flashcards are absolutely essential for visual learners. Use them in tandem with another visual learner and you can pick up on things at the same pace. These will be put to use when youre preparing for multiple-choice tests or when you have to memorize lots of facts rapidly. When making flashcards, try and aim for succinct descriptions and answers – those work best. Visual learners should try using different pens and markers to color-code prompts from different categories. Try adding a picture, so that you can associate an answer with a visual. Flowcharts, Graphs and Infographics Visual learners need a visual input to associate with a fact, and flowcharts, graphs and infographics are the best ways to do that. If youre reading your notes and cant make sense of them or youre getting lost, look up an inforgraphic to learn it more quickly and retain more information. Chances are, someone on the Internet has made one for whatever subject or topic you need. Slideshare.net and reddit.com/r/dataisbeautiful are great resources to use if you havent found one through your preferred search engine. Use Diagrams and Drawings to Visualize Your Notes In class, when youre trying to retain lots of information, it might be easier for you to draw a quick graph or diagram for future reference – for visual learners, this might be the part of the notes they will remember best. So, in history class, if there is a timeline of events, draw a line with branches coming from it and write short notes on the date and what happened for maximum retention. Start doing this, and youll find that most information can be broken down and systematized into a list or chart. If the instructor is using any drawings or diagrams in the PowerPoint, make sure to copy them down. Use Highlighters Lots of visual learners, interestingly, struggle with reading information from a book. If youre reading something and come to find that you havent been paying attention, try and read with a highlighter in your hand, noting important information. Firstly, this will force you to read more carefully. Secondly, you will retain more information by creating a visual marker for it. However, try to highlight as little as possible – if youre highlighting everything, its as if youre not highlighting anything at all. Hopefully, youll be putting these tips to good use. Most importantly, a blanket rule for visual learners should be to try to visualize all the information they receive. Train your mind to create an image to match what youre hearing – for instance, if someone is giving you directions, try and create a map in your mind. This will train your brain to retain information from other inputs better and become the best learner you can be.

Discover the Mysterious Shakespeare Lost Years

Discover the Mysterious Shakespeare Lost Years What are the Shakespeare lost years? Well, scholars have managed to piece together Shakespeare’s biography from the scant documentary evidence that has survived from Shakespeare’s time. Baptisms, marriages, and legal dealings provide concrete evidence about Shakespeare’s whereabouts- but there are two big gaps in the story which have become known as the Shakespeare lost years. The Lost Years The two periods of time that make up the Shakespeare lost years are: 1578–1582: We know little about Shakespeare’s life after he left grammar school and his marriage to Anne Hathaway in 1582.1585-1592: After the baptism of his children, Shakespeare again disappears from the history books for several years until he resurfaces in the early 1590s as a London-based playwright. It is this second â€Å"bout of absence† that intrigues historians the most because it is during this period that Shakespeare would have perfected his craft, established himself as a dramatist and gained experience of the theater. In truth, nobody actually knows what Shakespeare was doing between 1585 and 1592, but there are a number of popular theories and stories, as outlined below. Shakespeare the Poacher In 1616, a clergyman from Gloucester recounted a story in which the young Shakespeare was caught poaching near Stratford-upon-Avon on the land of Sir Thomas Lucy. Although there is no concrete evidence, it is suggested that Shakespeare fled to London to escape Lucy’s punishment. It is also suggested that Shakespeare later based Justice Shallow from The Merry Wives of Windsor on Lucy. Shakespeare the Pilgrim Evidence has recently been presented that Shakespeare may have made a pilgrimage to Rome as part of his Roman Catholic faith. There is certainly lots of evidence to suggest that Shakespeare was Catholic- which was a very dangerous religion to practice in Elizabethan England. A 16th-century guest book signed by pilgrims to Rome reveals three cryptic signatures thought to be Shakespeare’s. This has led some to believe Shakespeare spent his lost years in Italy- perhaps seeking refuge from England’s persecution of Catholics at the time. Indeed, it is true that 14 of Shakespeare’s plays have Italian settings. The parchment was signed by: â€Å"Gulielmus Clerkue Stratfordiensis† in 1589Believed to mean â€Å"William, clerk of Stratford†Ã¢â‚¬Å"Shfordus Cestriensis† in 1587Believed to mean â€Å"Shakespeare of Stratford in the diocese of Chester†Ã¢â‚¬Å"Arthurus Stratfordus Wigomniensis† in 1585Believed to mean: â€Å"(King) Arthurs compatriot from Stratford in the diocese of Worcester†

Personal Ethics Statement Assignment Example | Topics and Well Written Essays - 500 words

Personal Ethics Statement - Assignment Example The paper "Personal Ethics Statement" examines Personal Ethics Statement. I believe that all patients must be treated with the highest standards of health care, and that they are entitled to the highest quality of medical services. I believe that all health care professionals must not, in any case, do harm to a patient, or do things that may be against their best interest. I believe that all health care professionals must respect the privacy of their patients, and that they must always be able to maintain confidentiality on all information regarding their patients. I believe that prevention is better than cure, and that all medical professionals must be able to focus on preventive medicine. I believe that all health care professionals must be able to contribute to the development of knowledge regarding their profession, and use it for the overall development of medicine and the provision of health care. One of the main references that I used in my personal ethics statement is The Mod ern Version of the Hippocratic Oath, as written by Louis Lasagna. As known by any health professionals, the Hippocratic Oath is one of the oldest medical documents in history, and is also one of the major ethical guides that are used by medical professionals (especially physicians) up to the present Personally, I still view the Hippocratic Oath as an important ethical guide for all medical professionals because it outlines one of the main purposes of medicine: to treat patients according to their best interests.

(Genetic Analytical Report ) exmamine the postive &negative effects of Essay

(Genetic Analytical Report ) exmamine the postive &negative effects of providing patrents with information on their genetic pred - Essay Example Following recommendations were made based on research: Recommendation 1: Increased funds are required to further the research and implementation of treatments for genetic diseases. If they are provided with sufficient funds, hospitals and health care centers will be better able to offer treatment for the genetic diseases. Recommendation 2: Tertiary schools and medical colleges should be given incentives to include genetics in the curriculum and develop the awareness of the advantages of predisposition to genetic diseases in the students. Recommendation 3: Develops an educational campaign to make people aware of the uses of treatment before diagnosis of disease. This will generate an incentive for the people to seek treatment. Recommendation 4: Reforms are required to release funds for genetic research. Recommendation 5: An official campaign needs to be launched on national level to promote investigation of genetic diseases in the rural areas. Recommendation 6: Laws should be formed i n order to enhance the safety and maintenance of secrecy of the patients’ predisposition to genetic diseases. ... 2 1.0 Introduction 1.1 Purpose and audience Study of genetics has played an important role in the transformation of the Australian health care industry for the better. Study of genetics has enabled patients to take care of their health based on their knowledge of the genetic traits. This report discusses the historic effect of the study of genetic predisposition to diseases and ways to increase its positive effects and decrease the negative outcomes for the Australian people. The information will specially be conveyed to the Australian Minister for Health and Ageing, Hon Nicola Roxon MP. The paper will compile results of the past research about the area-wise division of the genetic study and its clinical implications. The paper tends to draw implications for future based on the past research and trends in different countries of the world. The paper will particularly find the extent to which genetic research and practice prevails in Australia and ways to further both of them. 1.2 Scop e There has occurred a lot of technological advancement since the onset of the 21st century. The word â€Å"genetics† is used to refer to the study and effects of single genes. Genomics, on the other hand refers to the study of the way different genes interact with each other as well as with such environmental factors as nutrition and medication (Engstrom et al. 2005). The scope of this research report is limited to the exploration of positive and negative effects of making the people aware of their genetic predisposition to diseases. The information will be particularly useful for the healthcare minister of Australia in making informed decision for making laws and providing resources for the hospitals to do genetic tests within the limits imposed by laws. 1.3 Background The Human Genome

The Importance of Ideas in The Tempest Essay -- Tempest essays

The Importance of Ideas in The Tempest      Ã‚  Ã‚  Ã‚   Shakespeare's play, The Tempest, is constructed on a framework of ideas rather than on any dramatic principle. It is "ideas" that are presented throughout, and the play is built around the presentation of these themes -- themes such as the argument over whether nature is superior to nurture or vice versa (as in the case of Caliban and Antonio, the first being one on whom all efforts at nurture "can never stick" due to the inherent baseness of his nature, the second being one whom neither nature nor nurture has availed to deter him from consciously choosing evil), the moral duties of the sovereign (in the case of Prospero and Alonso, both of whom have to go through physical or emotional distress because of their negligence, in one way or another, or these duties), the transitoriness of all material things (as in Prospero's speech following the masque), the rights of the colonialist and whether he is exploiting or educating the natives (in the case of Prospero and Cali ban), the argument over whether "enlightened" civilization is superior to the "natural man" or otherwise, and the importance of retaining social hierarchy.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   It is also, to a certain extent, not inaccurate to suggest that the characters, or at least the important ones, have a symbolic function. Prospero does symbolize "Art" and enlightened civilization, Caliban "Nature" and the primitive, uncontrolled succumbing to instinctual, sometimes base, urges that results from the lack of "civilization", Ferdinand and Miranda the purity and virtue of noble birth, most of the court party (Antonio, Alonso, Sebastian; on a different level, Stephano and Trinculo) the imperfection of civilization in the form of ... ...nd Political Thought." A Companion to Shakespeare. Ed.   David Scott Kastan. Massachusetts: Blackwell Publishers Ltd., 1999. 100-116. Gervinus, G.G. "A review of The Tempest." Shakespeare Commentaries. (1877):787-800. Rpt.   Scott. 304-307. More, Sir Thomas. "Utopia." The Longman Anthology of British Literature. Vol 1. Ed. David   Damrosch. New York: Addison-Wesley Educational Publishers Inc., 1999. 637-706. Platt, Peter. "Shakespeare and Rhetorical Culture." A Companion to Shakespeare. Ed. David   Scott Kastan. Massachusetts: Blackwell Publishers Ltd., 1999.   277-296. Sacks, David Harris. "Political Culture." A Companion to Shakespeare. Ed. David Scott   Kastan. Massachusetts: Blackwell Publishers Ltd., 1999. 100-116. Snider, Denton J. "A review of The Tempest." The Shakespearian Drama a Commentary: The Comedies. (1890). Rpt. Scott. 320-324.   

Nurse Betty

â€Å"Nurse Betty† is not so much a movie about a nurse, but it is a good depiction of how  nurses can sometimes be portrayed by the media. In this film a small town waitress named Betty  fixates on one doctor as portrayed in her favorite soap opera, â€Å"A Reason To Love.† After witnessing her husband’s murder while watching an episode Betty begins to  become delusional, believing that she is a nurse in the hospital where the character of Dr. Ravell  from the soap opera works. Betty also believes herself to be his ex-fiancà © and that she is still in  love with him. As this delusion takes hold she packs her bags and leaves the scene of the crime to  head to Los Angeles to find him. Because of her delusions Betty does not often relate well with others. She has convinced  herself that she is an actual nurse and is in love with Dr. Ravell. For this reason she fails to  understand why others cannot accept this.  The remaining nurse, doctor and hospital administration portrayals are all minor roles.  Many are little more than walk-ons and cardboard cut-out soap opera stereotypes. The ones who  are really in these positions and not characters from the soap opera are portrayed more fairly than  the soap characters.  When Betty arrives at what she believes is the hospital where Dr. Ravell works the  administration is at first depicted as sincere in response to her claims of being a nurse and  looking for Dr. Ravell, an acclaimed cardiologist who should work there. Even though he has  never been heard of before. Little is shown of how Betty handles herself as a nurse. Mainly this is due to the fact  that she is not a nurse. Even though she believes herself to be one. The other minor portrayals of  nurses in this movie are generally positive and believable.Overall this movie shows several examples of how Hollywood portrays those in the  medical profession. Both with the medical professionals as characters and with the more  stereotyped soap opera characters. LaBute, N. (Director). (2000). Nurse Betty [Film] Hollywood: Gramercy Pictures