FTM 460 Examination 3 Review (Chapters 10-13) 33 Multiple Choice Questions (3 factors each). The majority of test inquiries come from Phase 10 & Chapter 13. The least via Chapter 14.
Chapter 10: The concept of dimension * Manage to recognize the 4 types of way of measuring scales: DATA 10. four in chapter ten slide six 2. Nominal: Weighing machines that canton data in mutually exclusive and collectively exhaustive categories. Ordinal: Scales that maintain the marking characteristics of nominal weighing scales and have the capacity to order data * Interval: Scales that contain the characteristics of ordinal weighing scales, plus similar intervals between points to display relative portions, they may incorporate an irrelavent zero point. * Proportion: Scales which may have characteristics of interval weighing scales, plus a significant zero stage so that magnitudes can be as opposed arithmetically. * Define: Range reliability: Degree to which actions are free coming from random error and, consequently , provide regular data.
The extent to which the review responses are internally consistent. Cronbach’s leader: Test-retest stability: The ability of the identical instrument to create consistent effects when utilized a second period under conditions as comparable as possible to the original conditions. * Be familiar with the steps inside the measurement expansion process (McDaniel’s diagram) Go 3 CH 10. 5. Know the difference between a constitutive and operational meaning of a given develop. Slide 4) * Constitutive: ambiguity is actually a direct function of the discrepancy between the information available to anybody and that which can be required for satisfactory performance of a role. It’s the difference between a person’s real state expertise and the reassurance that provides adequate satisfaction of this person’s personal needs and values. 5. Operational: Role ambiguity is definitely the amount of uncertainty (ranging from extremely uncertain to very certain on a five-point scale) an individual feels relating to job position responsibilities and expectations from all other employees and customers. Have the ability to distinguish between convergent vs . discriminant validity. * Convergent: The degree of correlation amongst different steps that purport to measure the same construct. * Discriminate: The measure of the lack of relationship among constructs that are allowed to be different. Section 11: Applying measurement scales to build promoting effectiveness 2. Define: Semantic differential level (10), Likert scale, be able to recognize samples of each (12) Agree, Somewhat Agree, Relatively disagree, Argue.
Chapter doze: Questionnaire design and style * Know the dimensions of the differences between your following types of problem formats: 5. open-ended: Questions to which the surveys takers replies in the or her own words. * Probed vs Un-probed * closed-ended: Questions demanding respondents available a list of answers * Dichotomous: Choice between two answers * Multiple Choice * Scaled Answers * Precisely what are the reasons for using verification: to identify meets your criteria respondents and probing questions?
When do we all use branching? * Figure out sequencing rules for having questions in a survey (i. e., basic questions first). Slide 16 * Screeners, Warm-up (Easy to answer inquiries show the respondent that the review is simple), Transitions (Questions related to study objectives require slightly more effort), Difficult Difficult (The respondents has committed to completing the questionnaire), Classifying and demographic. Chapter 13: Basic testing issues 5. Know the big difference between a Probability: Everyone in the population has a known, non-zero, likelihood of selection (Simple random, Organized, Stratified, Cluster) * Non-probability: Samples in which specific factors from the inhabitants have been picked in a non-random manner. (Convenience, Snowball, Wisdom, Quota) 2. Know the difference between a sample and a population. (Population is the entire group of people regarding whom details needed, also called the world or populace of interest. ) * Establish: simple unique sample: An example selected simply by assigning a number to every element of the population and then using some method for randomly selecting factors to be in the sample such as random digit dialing * systematic randomly sample: An example in which the complete population is usually numbered and elements happen to be selected using a skip period (every Nth name is selected * stratified random sample: An example that is forced to be more consultant through straightforward random testing of contradictory and inclusive subsets either proportionally or disproportionally.
Best for data which are not normally sent out. * Convenience sample: A sample based on using people who are readily available ” just like mall intercepts or different high targeted traffic locations. 5. Sampling mistake: Error that develops because the test selected is not properly representative of the population. * Be familiar with the McDaniel’s stages of the sampling strategy * Establish the target Population- Determine the functions of those you are looking at studying.
Decide which population group or organizations about that you simply want to learn even more. * Choose the Data Collection Method- Figure out how you gather the sample ” including mail, Net, telephone, mall intercept, ect. * Select the Sample Frame- A list of population elements from which units being sampled could be selected. 5. Obtain the Sample- Determine how you will definitely get the sample list through probability or non-probability strategies. * Determine Sample Size * Choose Sample Devices * Conduct Fieldwork
