discussion

       

Week 8 

  

Data Collection and Measurement 

   

Resources 

  

Readings 

• Yegidis, B. L., Weinbach, R. W., & Myers, L. L. (2018). Research methods for social workers (8th ed.). New York, NY: Pearson. 

• Chapter 10, “Measurements Concepts and Issues” (pp. 223-245) 

• Chapter11,”MethodsforAcquiringResearchData” (pp. 246-275) 

• Chapter 12, “Data Collection Instruments” (pp. 277- 294) 

• Brosi, E. (2011). Table 1.2: Academic/educational attitudes and values. In Measurement tools for evaluating out-of-school time programs: An evaluation resource. Retrieved from http://www.hfrp.org/publications-resources/browse-our- publications/measurement-tools-for-evaluating-out-of-school- time-programs-an-evaluation-resource2#table1-2.
   
• Walker, K. E., & Arbreton, A. J. A. (2001). Working together to build Beacon Centers in San Francisco: Evaluation findings from 1998–2000. Philadelphia, PA: Public/Private Ventures. Retrieved fromhttp://files.eric.ed.gov/fulltext/ED464212.pdf
   

• See pp. 96–99 for measures 

• Windle, G., Bennett, K. M., & Noyes, J. (2011). A methodological review of resilience measurement scales. 

 

Retrieved from
© 2017 Laureate Education, Inc. 14 of 16 

 

http://www.hqlo.com/content/pdf/1477-7525-9-8.pdf 

 

• Document: Tips When Evaluating Instruments 

  Tips when Evaluating Instruments Whether you are evaluating question items that you yourself created or existing question items in instruments, it is a good idea to review instruments with a critical eye. You may want to review instruments with these questions in mind: • What is the instrument measuring? Does it measure what you want to actually measure? • Are there any peer-reviewed articles published that establish the reliability and validity of the instrument? Is the instrument judged to be reliable and valid? • Is the instrument reliable? In other words, does it produce consistent data? • Who is the instrument targeting (i.e., children, adolescents, adults, patients, etc.)? Which cultural group(s) was the instrument normed on? If you are using an instrument designed for one population but you want to use it for another population, be sure to ask if this makes sense. • What cognitive or developmental level is the instrument designed for? • What is the context or setting is the instrument designed for? For example, is it meant to be administered in a group setting? Or individually face-to-face? • How practical is the instrument to administer? o How long does it take for it to be completed? o How expensive is it to purchase it? o Does it involve someone with a particular expertise or license to administer the instrument? • Is the instrument free of any gender or cultural biases? • Are the question items worded clearly? • Are there any double barrel question items (two thoughts embedded in one question)? For example, if you asked a client: “How depressed and anxious are you?” These are two separate concepts. If the client responds: “Very.” Then how will you know if they are responding to being depressed or being anxious? • Are the question items worded in a way that leads to a specific response? (e.g., how satisfied are you with the consumer-friendly services we have here?) • Are the questions worded succinctly? • Do the question items contain any unfamiliar terminology or jargon? • Do the question items contain double negatives?  

 

Week 8 

  

Data Collection and Measurement 

   

Discussion 1 

  he center point of research studies is the body of data collected to answer the research question. These data must be measured, which is the act of taking an abstract concept (e.g., depression, anger, etc.), sorting them out and quantifying them in some cohesive way in order to construct meaning—but how can you measure something that is not easily quantifiable?

Choosing an appropriate measurement tool requires consideration of a number of different issues including reliability, validity, appropriateness for use with a specific group or culture, availability, and potential cost. Sometimes, social workers will attempt to create their own set of questions to tap into or measure a concept. This may appear to be an easy thing to do; however, writing questions to measure a phenomenon is more challenging than it would seem. For example, how do we know it measures what we want it to measure?  In the first discussion this week, you will have the opportunity to create your own questions to measure a phenomenon of your interest. In the second discussion, you will compare the measure you created with an existing instrument that measures the same phenomenon.

To prepare: Choose one phenomenon or issue that a client may be dealing with (for example, depression, anxiety, or family conflict). Consider how you would evaluate the client’s progress in this area. Create questions with response options that would capture this phenomenon or client issue.

Methods of Measuring 1 page 

• Identify the phenomenon you would measure and explain how
  you conceptualize this phenomenon.
   
• Provide at least 3 questions you would use to measure this
  phenomenon and explain how these questions operationalize
  the phenomenon.
   
• Define reliability in 2-3 sentences and give one example of how
  you would establish reliability for the questions you created.
   
• Define validity in 2-3 sentences and give one example of how
  you would establish validity for the questions you created.
   
• Create a measurement plan to assess the phenomenon.
   

o Describe the methodology you would use to collect data using your measurement tool (your method for acquiring this research data). 

o Explain the advantages and disadvantages of your choices. 

   

Discussion 2 

  
In discussion 1, you considered how you might create an instrument for measuring a phenomenon or client issue. For this week's Discussion 2, choose and evaluate an existing instrument to measure the concept you identified in Discussion 1. Consider how you would compare your original measurement to the existing measurement.

Evaluating Existing Measures  1 page 

To Prepare: Review the following at the Walden Library on how to find existing instruments: http://academicguides.waldenu.edu/library/testsmeasures 

Post a brief explanation of the existing measurement instrument that you identified. Then, compare your original measurement approach to the existing instrument. Next, explain how you would revise or replace your original measurement plan. Finally explain the advantages and/or disadvantages of using existing instruments for measurement. Please use the Learning Resources to support your answer.