Basics of Social Research Canadian 3rd Edition Neuman Test Bank 1

Neuman, Robson Basics of Social Research
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Basics of Social Research Canadian 3rd

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Chapter 6 Qualitative and Quantitative Measurement
1) How does a researcher use the conceptual definition of a construct in operationalization and
conceptualization?
Answer:
• Conceptualization is the process of thinking through a construct. It is the process of
taking a construct and refining it by giving it a conceptual definition.
• Operationalization links a conceptual definition to a specific set of measurement
techniques or procedures; the construct’s operational definition (i.e., a definition in
terms of the specific operations of actions a researcher carries out).
Diff: 6 Type: ES Page Ref: 108–110
Learning Objective: 1. Define conceptualization and operationalization.
Skill: 21. Recognizes and can describe the parts of the measurement process
2) How do reliability and validity differ? How do they complement each other? Can a measure be
reliable but invalid? How?
Answer:
• Reliability means dependability or consistency. It suggests that the same thing is
repeated or recurs under the identical or very similar conditions. The opposite of
reliability is a measurement that yields erratic, unstable, or inconsistent results.
• Validity suggests truthfulness and refers to the match between a construct, or the way
a researcher conceptualizes the idea in a conceptual definition, and a measure. It
refers to how well an idea about reality “fits” with actual reality.
• Reliability is necessary for validity and is easier to achieve than validity. Although
reliability is necessary in order to have a valid measure of a concept, it does not
guarantee that a measure will be valid. It is not a sufficient condition for validity. A
Copyright © 2015 Pearson Canada Inc. 6-1

measure can produce the same result over and over (i.e., it has reliability), but what it
measures may not match the definition of the construct (i.e., validity).
• A measure can be reliable but invalid. For example, you can get on a scale and get
weighed. The weight registered by the scale is the same each time you get on and off.
But then you go to another scale—an “official” one that measures true weight—and it
says that your weight is twice as great. The first scale yielded reliable (i.e.,
dependable and consistent) results, but it did not give a valid measure of your weight.
Diff: 8 Type: ES Page Ref: 113
Learning Objective: 4. Define reliability and validity.
Skill: 22. Able to distinguish between reliability and validity and to discuss several types
of them
3) Name the levels of measurement and explain how they differ. Give examples.
Answer:
• There are four levels of measurement: nominal, ordinal, interval, and ratio.
• Nominal measures are the lowest, least precise level of measurement for which there
is only a difference in type among the categories of a variable, for example, gender,
marital status, religious affiliation.
• Ordinal measures are a level of measurement that identifies a difference among
categories of a variable and allows the categories to be rank ordered, for example,
health status, SES, attitudes toward same-sex unions.
• Interval measures are a level of measurement that identifies differences among
variable attributes, ranks, and categories, and that measures distance between
categories but there is no true zero, for example, IQ scores, temperature in Fahrenheit
or Celsius.
• Ratio measures are the highest, most precise level of measurement for which variable
attributes can be rank ordered, the distance between the attributes precisely measured,
and an absolute zero exists, for example, age in years, years of education, income in
dollars.
Learning Objective: 8. Define and give examples of the four levels of measurement.
Skill: 25. Properly identifies a variable’s level of measurement
4) What are the differences among face, content, and criterion validity?
Answer:
• Face validity is a type of measurement validity in which an indicator “makes sense”
as a measure of a construct in the judgment of others, especially those in the scientific
community.
• Content validity is a type of measurement validity that requires that a measure
represent all the aspects of the conceptual definition of a construct.
• Criterion validity is a type of measurement validity that relies on some independent,
outside verification.
Learning Objective: 6. Identify the four major ways of establishing measurement validity.
Skill: 22. Able to distinguish between reliability and validity and to discuss several types
of them
5) How do qualitative and quantitative ideas about validity differ?

Answer:

Test Item File
• Qualitative researchers have developed several methods that serve as substitutes for
the quantitative approach to validity. These emphasize covering the insider’s view to
others. Historical researchers use internal and external criticisms to determine
whether the evidence they have is real or they believe it to be. Qualitative researchers
adhere to the core principle of validity, to be truthful (i.e., avoid false or distorted
accounts). They try to create a tight fit between their understanding, ideas, and
statements about the social world and what is actually occurring in it. Instead of
validity, qualitative researchers use the terms credibility (internal validity) and
transferability (external validity).
• Quantitative researchers consider validity to mean “true” or “correct.” They use
several types of measurement validity. At its core, measurement validity refers to
how well an empirical indicator and the conceptual definition of the construct that the
indicator is supposed to measure “fit” together. The better the “fit,” the greater the
measurement validity.
Learning Objective: 7. Explain how reliability and validity are approached in qualitative
research.
Skill: 16. Capable of comparing features of qualitative and quantitative research design
6) Explain the difference between the logic of a scale and an index.

Answer:
• A scale, like an index, is an ordinal, interval, or ratio measure of a variable expressed
as a numerical score. Scales are common in situations where a researcher wants to
measure how an individual feels or thinks about something. They are based on the
idea of measuring the intensity, hardness, or potency of a variable.
• Scales are used for two related purposes. First, they help in the conceptualization and
operationalization processes. Scales show the fit between a set of indicators and a
single construct. Second, scaling produces quantitative measures and can be used
with other variables to test hypotheses. This second purpose is a primary focus
because it involves the scale as a tool for measuring variables.
• An index is a combination of items into a single numerical score. Various
components or subparts of a construct are each measured, then combined into one
measure. There are many types of indices. For example, indices may measure the
most desirable place to live, the degree of crime, or the mental health of a person.
Learning Objective: 9. Differentiate between the different ways of creating scales and
indices.
Skill: 23. Can identify measurement scales and explain index construction issues
7) How can a measure have unidimensionality, but also use multiple indicators that capture all
parts of the content of a construct?
Answer:
• A specific measure can be an indicator of a unidimensional construct in one situation
and indicate a part of a different construct in another situation. This is possible
because constructs can be used at different levels of abstraction. General, higher
level, or more abstract constructs can be defined as containing several subparts. Each
subdimension is a part of the construct’s overall content.
• For example, the construct “feminist ideology” as a general ideology about gender is
a highly abstract and general construct. It includes specific beliefs and attitudes
toward social, economic, political, family, and sexual relations. The ideology’s five

belief areas are parts of the single general construct. The parts are mutually
reinforcing and together form a system of beliefs about the dignity, strength, and
power of women.
• If feminist ideology is unidimensional, then there is a unified belief system that varies
from very anti-feminist to very pro-feminist. We can test the validity of the measure
that includes multiple indicators that tap the construct’s subparts. If one belief (e.g.,
family) is consistently distinct from the other areas in empirical tests, then we
question its unidimensionality.
indices.
8) Create three example items, using the Likert Scale, that have mutually exclusive and
exhaustive categories and no problem with the response set.
Answer:
• Example #1: self-reported health status. Over the past six months, how has your
health been? A. Excellent; B. Very Good; C. Good; D. Fair; E. Poor
• Example #2: feelings about same-sex marriage. What is your opinion on same-sex
marriage? A. Strongly in favour; B. In favour; C. Neutral—neither in favour nor
against; D. Against; E. Strongly against; F. No opinion
• Example #3: feelings on secondary suites. What is your opinion on secondary suites
in Oak Bay? A. In favour; B. Against; C. No opinion
indices.
9) How does standardization make comparisons easier?

Answer:
• Standardization involves selecting a base and dividing a raw measure by the base. It
makes comparisons easier because it makes it possible to compare different units on a
common base/denominator. The process of standardization removes the effect of
relevant but different characteristics in order to make the important differences
visible.
• A critical question in standardization is deciding which base to use. The choice is not
always obvious; it depends on the theoretical definition of the construct. Different
conceptualizations suggest different bases and different ways to standardize. When
combining several items into an index, it is best to standardize items on a common
base.
indices.
Skill: 24. Discerns when standardization is necessary for measurement
10) What are the main distinctions between qualitative and quantitative approaches to
measurement?
Answer:
• The first distinction is timing. Quantitative researchers think about variables and
convert them into specific actions during a planning stage that occurs before and is

Test Item File
separate from gathering or analyzing data. Measurement for qualitative researchers

occurs during the data collection process.
• The second distinction involves the data themselves. Quantitative researchers develop
techniques that can produce quantitative data (i.e., in the form of numbers). Thus, the
researcher moves from abstract ideas to specific data collection techniques to precise
numerical information produced by the techniques. The numerical information is an
empirical representation of the abstract ideas. Data for qualitative researchers
sometimes are in the form of numbers; more often they include written or spoken
words, actions, sounds, symbols, physical objects, or visual images. The qualitative
researcher does not convert all observation into a single medium, such as numbers.
Instead she or he develops many flexible, ongoing processes of measurement that
leave the data in various shapes, sizes, and forms.
• The third distinction is how the two styles make such connections. Quantitative
researchers contemplate and reflect on concepts before they gather any data. They
construct measurement techniques that bridge concepts and data. Qualitative
researchers also reflect on ideas before data collection, but they develop many, if not
most, of their concepts during data collection. The qualitative researcher re-examines
and reflects on the data and concepts simultaneously and interactively.
Learning Objective: 2. Demonstrate how to work through the process of abstract concept
to a concrete measure.
11) Most social scientists do not accept a person’s height in centimetres and millimetres as a
measure of her or his intelligence because it lacks
A) precision.
B) reliability.
C) accuracy.
D) validity.
E) all of the above.
Answer: D
Diff: 3 Type: MC Page Ref: 113
Skill: 22. Able to distinguish between reliability and validity and to discuss several types of
them
12) Which sequence illustrates the progression of quantitative measurement steps?

A) Conceptualization, conceptual definition, operational definition, and measurement in
the empirical world
B) Conceptual definition, conceptualization, operational definition, and measurement in
the empirical world
C) Operational definition, conceptualization, conceptual definition, and measurement in
the empirical world
D) Conceptual definition, operationalization, conceptualization, and empirical world
measurement
E) Conceptualization, operationalization, conceptual definition, and empirical world
measurement
Answer: A
Diff: 5 Type: MC Page Ref: 108–112
Learning Objective: 3. Explain how conceptualization and operationalization are different in
qualitative and quantitative work.

13) Undergraduate student Millie Magnificent developed a way to measure sexist attitudes. It
worked such that a person with a score of zero truly had a neutral attitude. Also, a person who
had a score of 50 had exactly double the score of someone with a score of 25. She created
a(n)
A) nominal variable.
B) interval variable.
C) ratio variable.
D) ordinal variable.
E) none of the above.
Answer: C
Skill: 01. Applies abstract learning to realistic situations
14) The Hawkes, Senn, and Thorn (2004) study that examined attitudes toward women with
tattoos used which of the following scales?
A) Rosenberg Scale
B) Semantic Differential
C) Harrison’s Scale
D) Likert Scale
E) None of the above
Answer: B
Learning Objective: 9. Differentiate between the different ways of creating scales and indices.
15) Professor Helga Hightower developed a new measure of intelligence. She then tested two
groups of people. One group scored low on existing IQ tests. The other scored very high.
Those who scored low on old tests usually scored low on her new test; those who scored very
high on old tests usually scored high on the new test. Her new measure has
A) concurrent validity.
B) face validity.
C) content validity.
D) internal validity.
E) statistical validity.
Answer: A
16) During the conceptualization process, a quantitative researcher should

A) look for multiple dimensions of a construct.
B) ignore definitions of other scientists, because it creates confusion.
C) avoid thinking about measuring the concept.
D) use vague, general definitions to protect a definition from criticism.
E) include a mix of unrelated ideas in his or her definition.
Answer: A

Test Item File
17) A social researcher takes an abstract idea and develops a clear conceptual definition for it.
This is called
A) androtempration.
B) conceptualization.
C) operationalization.
D) replication.
E) triangulation.
Answer: B
18) Professor Leon Loopy’s survey question asked students to indicate their class standing as one
of the following: first year, second year, third year, fourth year, or graduate. He measured the
variable at what level of measurement?
A) Nominal
B) Ordinal
C) Interval
D) Ratio
Answer: B
19) Which one of the following is FALSE?

A) Ordinal measures have the properties of interval measures.
B) Interval measures have the properties of nominal measures.
C) Ratio measures have the properties of ordinal measures.
D) Ordinal measures have the properties of nominal measures.
E) All are true.
Answer: A
Skill: 25. Properly identifies a variable’s level of measurement
20) Which of the following is NOT measured at a higher level than the nominal level?
A) Temperature
B) Student grades
C) Personal income in a year
D) Religious affiliation
E) The number of members in a club
Answer: D
21) Which of the following is measured at the ordinal level?

A) George weighs the same as Harry.

B) Mary weighs less than Janet.

C) Martha weighs 8 pounds more than Ruth.
D) Sam weighs twice as much as his dog.
E) Henry and Charlie weigh 150 lbs.
Answer: B
22) When a researcher seeks to validate a measure by comparing it with a “tried and true” pre-
existing measure, this type of validity is called
A) face.
B) predictive.
C) criterion.
D) concurrent.
E) content.
Answer: D
them
23) Ph.D candidate Zachary Zoomer said his measure of community had unidimensionality. This
means
A) the independent variable causes the dependent variable, and vice versa.
B) it only measures one thing or a single construct.
C) the unit of analysis is the individual.
D) measures are divided by a common base so that comparison is possible.
E) it measures something across different time periods.
Answer: B
24) Which of the following statements about the role of a conceptual definition in variable
measurement is true?
A) Value judgments never play a role.
B) There is agreement among researchers about the single best definition for all concepts,
and we just have to find it.
C) Good definitions are ones that are explicit and unambiguous.
D) Never provide an example for a definition.
E) Conceptual definitions should never contain multiple dimensions.
Answer: C
25) Professor Tak Tanaka developed a new measure of fear of crime. His conceptual definition
was this: “The degree of emotional, behavioural, or mental response to a real or imagined
theft of property or attack on one’s person or family members.” He then developed one

Test Item File
question for a survey to measure his concept: “Do you lock your car doors when you park to
go shopping?” What is the major problem with his measure?
A) Reliability
B) Content validity
C) Face validity
D) Internal validity
E) Representative validity
Answer: B
26) Which sort of hypothesis are researchers interested in testing at the level of operational
definitions?
A) Grounded
B) Variable
C) Conceptual
D) Empirical
E) Abstract
Answer: D
27) What level of measurement is being used in the statement, “A fox terrier is smaller than a
Russian wolfhound, but bigger than a Chihuahua.”
A) Nominal
B) Ordinal
C) Internal
D) Ratio
Answer: B
28) Mildred Magnificent got on the scale at 7:00 a.m. and weighed 295 pounds. At 7:02 a.m. she
again got on the scale and weighed 200 pounds. At 7:04 a.m. she weighed 499 pounds. The
measurement of Mildred’s weight has problems with
A) reliability.
B) induction.
C) standardization
D) conceptualization.
E) precision.
Answer: A
them

29) Professor Howie Handlebar created a measure of how students feel about the effectiveness of
university teaching. He identified many subjective dimensions and labelled each with polar
extremes. The extremes referred to general evaluative adverbs and adjectives. Subjects
marked answers on one of nine spaces between the two extremes. Howie used
A) a semantic differential.
B) a Guttman scale.
C) a scalogram analysis.
D) a Likert scale.
Answer: A
30) Dr. Jim Jennings studies the relationship between age and levels of activity. Jim measures
levels of activity by documenting the number of steps his subjects take each day. What has
Jim done by creating this measure of activity levels?
A) Conceptualized an operation
B) Standardized a variable
C) Operationalized a concept
D) Operationalized a definition
Answer: C
31) Qualitative researchers do not place the same emphasis on reliability as quantitative
researchers do. What do qualitative researchers aspire to that is similar to reliability?
A) Credibility
B) Truthfulness
C) Validity
D) Transferability
E) Consistency
Answer: E
research.
32) Which of the following lists contains all variables?

A) Female, Catholic, educational level
B) Accountant, professor, carpenter
C) Occupation, number of children, rate of divorce
D) 21 years old, married, middle class
E) Frequency of attending religious services, Chinese ethnicity, farmer
Answer: C

Test Item File
33) Professor Ethan Enright developed a measure of an ideal place to live. He added together
measures of many factors: tax rate, quality of school system, cultural and recreational
opportunities, pollution, traffic congestion, crime rate, and health-care availability for 50
Canadian cities to get a score for each. Dr. Enright created a(n)
A) index.
B) scale.
C) measure of central tendency.
D) statistic.
E) item analysis.
Answer: A
34) Dr. Aaron Adamson uses telephone surveys to measure life satisfaction across Canada. When
Dr. Adamson and his research assistants phone participants, they ask them to report responses
to questions by indicating whether they “strongly agree,” “agree,” “strongly disagree,” or
“disagree.” Which of the following is he using?
A) Guttman scale
B) An index
C) Semantic differential
D) Likert scale
Answer: D
35) Patrick Paddywagon, owner of the Paddywagon Automobile Supermarket, wanted to find out
the kinds of cars he should push to graduating college students. He asked 100 university
seniors to rate 10 aspects of 11 models his dealership sold: style, fuel economy, engineering,
safety, performance, prestige, comfort, price, selection or options, and interior size. Each car
was rated on the 10 aspects from 0 (poor) to 5 (excellent). Each student also rated the
importance of each aspect (1 = unimportant, 2 = moderate importance, 3 = very important).
Then each aspect rating was weighed (multiplied) by its importance rating. Next, everything
was added together for a score. Each car received a score of 0 to 150. What measurement
technique did Patrick use in his study?
A) Semantic differential
B) Graphic rating scale
C) Likert scale
D) Hawthorne scale
E) An index
Answer: E
36) What is the problem with this measure of university student age?
Please indicate your age:
(i) 17 to 18 years old
(ii) 19 to 20 years old

(iii) 21 to 22 years old

A) Its attributes are mutually exclusive.
B) Its attributes are not exhaustive.
C) Its attributes are exhaustive.
D) Its attributes are double-barrelled.
E) There is nothing wrong with it.
Answer: B
37) The University of the Great White North Health Clinic wants to measure the feelings of
people toward people suffering from AIDS (Acquired Immune Deficiency Syndrome). A
questionnaire is created with an item that has six categories for the degree of contact. It goes
from “Having people with AIDS in my city,” to “Having someone who test positive for the
AIDS virus as a roommate.” People are to begin with the first category and mark all those
that they feel personally comfortable with. The questionnaire uses
A) the semantic differential.
B) the Likert scale.
C) the Harrison scale.
D) the Guttman scale.
Answer: E
38) Professor Richard Rockabilly developed a measure of an ideal rock group. He added together
ratings of six factors: clear beat in music, on-stage performance excitement, new electronic
sound, dress and appearance of performers, distinctiveness of sound, and degree to which
lyrics were relevant. He rated 25 groups on the six factors to get an overall measure of each
rock group. He created a(n)
A) index.
B) scale.
C) measure of central tendency.
D) statistic.
E) item analysis.
Answer: A
39) When should a researcher consider using the semantic differential scale?
A) When there is only one indicator in a measure
B) In a survey when everyone gives identical answers to a question
C) When the researcher wants to capture the connotations associated with whatever is
being evaluated in an indirect way
D) In a study when the data or results have absolutely no pattern
E) When the researcher plans to add together all responses to a questionnaire into a single
number
Answer: C

Test Item File

40) Use the letters marking parts of the diagram of the measurement process to identify the
following part: Operational definition of the dependent variable.
A) F
B) G
C) K
D) J
E) L
Answer: C
following parts: Conceptual definition of the dependent variable.
A) K
B) G
C) B
D) A
E) C
Answer: B


following part: Conceptualization of the dependent variable.
A) E
B) I
C) H
D) D
E) F
Answer: A
following part: Empirical hypothesis.
A) L
B) B
C) H
D) G
E) C
Answer: A

Test Item File

44) When comparing qualitative and a quantitative approaches to measurement,

operationalization in the qualitative approach involves which of the following?
A) More of an “after-the-fact” description based on what was observed in the data than
based on a preplanned idea
B) A researcher taking a carefully developed theoretical definition and developing
specific empirical indicators of it for use when later gathering data
C) A process that comes after careful conceptualization; operationalization never comes
before careful conceptualization in qualitative research
D) There is no difference between qualitative and quantitative operationalization.
E) There is no operationalization in qualitative research.
Answer: A
45) For quantitative researchers, validity means truthfulness. It refers to the bridge between a
concept and the data. Qualitative researchers are also concerned with truthfulness, but do not
discuss it in terms of “validity.” What term do qualitative researchers use to discuss the truth-
value of their research?
A) Accuracy
B) Authenticity
C) Consistency
D) Reliability
E) Standardization
Answer: B
research.
46) Minako Wada, a graduate student in sociology, considers herself to be an atheist. She is asked
to complete a survey on international students’ experiences in Canada. The question on
religious affiliation asks participants to identify their religious affiliation and includes the
following categories:
a. Catholic
b. Protestant
c. Jewish
d. Muslim
e. Hindu
f. Buddhist
g. Shinto
h. Other religion ________________
What is wrong with this question?

A) The response categories are not mutually exclusive.
B) The response categories are not exhaustive.

C) The response categories are not ranked.

D) All of the above are problems.
E) None of the above.
Answer: B
47) The following question appeared on the Canadian Community Health Survey, a survey
administered to all Canadians 18 years of age and older:
To what age category do you belong?

a. 18–24
b. 25–34
c. 35–44
d. 45–54
e. 55–65
f. 65+
What is wrong with this question?

A) The response categories are not exhaustive.
B) The response categories are not mutually exclusive.
C) The response categories are not labelled with life course stages, e.g., middle age,
senior.
D) All of the above are problems.
E) None of the above.
Answer: B
48) conceptual definition
Answer:
A careful, systematic definition of a construct that is explicitly written to clarify one’s
thinking. It is often linked to other concepts or theoretical statements.
Skill: 50. Able to define key terms
49) conceptual hypothesis
Answer:
A type of hypothesis in which the researcher expresses variables in abstract, conceptual terms
and expresses the relationship among variables in a theoretical way.
50) conceptualization

Test Item File
Answer:
The process of developing clear, rigorous, systematic conceptual definitions for abstract
ideas/concepts.
51) concurrent validity
Answer:
Measurement validity that relies on a pre-existing and already accepted measure to verify the
indicator of a construct.
Learning Objective: 5. Explain the ways that reliability can be improved.
52) content validity
Answer:
Measurement validity that requires that a measure represent all the aspects of the conceptual
definition of a construct.
53) continuous variables
Answer:
Variables measured on a continuum in which an infinite number of finer gradations between
variable attributes are possible.
54) criterion validity
Answer:
Measurement validity that relies on some independent, outside verification.
55) discrete variables
Answer:
Variables in which the attributes can be measured only with a limited number of distinct,
separate categories.

56) empirical hypothesis
Answer:
A type of hypothesis in which the research expresses variables in specific empirical terms and
expresses the association among the measured indicators in observable, empirical terms.
57) exhaustive attributes
Answer:
The principle that response categories in a scale or other measure should provide a category
for all possible responses (i.e., every possible response fits into some category).
58) external validity
Answer:
The ability to generalize from experimental research to setting or people that differ from the
specific conditions of a study.
research.
59) face validity
Answer:
A type of measurement validity in which an indicator “makes sense” as a measure of construct
in the judgment of others, especially those in the scientific community.
60) index
Answer:
A summing or combination of many separate measures of a construct or variable.
61) internal validity
Answer:

Test Item File
The ability of experimenters to strengthen a causal explanation’s logical rigour by eliminating

potential alternative explanations for an association between the treatment and the dependent
variable through an experimental design.
research.
62) interval-level measurement
Answer:
A level of measurement that identifies differences among variable attributes, ranks, and
categories, and that measures distance between categories, but it is not based on a true zero.
63) levels of measurement
Answer:
A system that organizes the information in the measurement of variables into four general
levels from nominal to ratio level.
64) Likert scale
Answer:
A scale, often used in survey research, in which people express attitudes or other response in
terms of several ordinal-level categories (e.g., agree, disagree) that are ranked along a
continuum.
65) measurement validity
Answer:
How well an empirical indicator and the conceptual definition of the construct that the
indicator is supposed to measure “fit” together.
66) multiple indicators
Answer:
Many procedures or instruments that indicate, or provide evidence of, the presence or level of
a variable in empirical reality. Researchers use the combination of several together to measure
a variable.


67) mutually exclusive attributes
Answer:
The principle that response categories in a scale or other measure should be organized so that
responses fit into only one category (i.e., categories should not overlap).
68) nominal-level measurement
Answer:
The lowest, least precise level of measurement for which there is only a difference in type
among the categories of a variable.
69) operational definition
Answer:
The definition of a variable in terms of the specific activities to measure or indicate it in the
empirical world.
70) operationalization
Answer:
The process of moving from the conceptual definition of a construct to a set of specific
activities or measures that allow a researcher to observe it empirically (i.e., its operational
definition).
71) ordinal-level measurement
Answer:
A level of measurement that identifies a difference among categories of a variable and allows
the categories to be rank ordered.
72) predictive validity

Test Item File
Answer:
Measurement validity that relies on the occurrence of a future event or behaviour that is
logically consistent to verify the indicator of a construct.
73) ratio-level measurement
Answer:
The highest, most precise level of measurement for which variable attributes can be rank
ordered, the distance between the attributes precisely measured, and a true zero exists.
74) reliability
Answer:
The dependability or consistency of the measure of a variable.
75) scale
Answer:
A type of quantitative data measure often used in survey research that captures the intensity,
direction, level, or potency of a variable construct along a continuum. Most are at the ordinal
level of measurement.
76) Semantic differential
Answer:
A scale to measure, indirectly, a person’s subjective ideas or feelings. To use it, people are
presented with a topic or object and a list of many polar-opposite adjectives or adverbs. They
are to indicate their thoughts or feelings by marking one of several spaces between two
opposing adjectives or adverbs.
77) standardization
Answer:
The procedure to statistically adjust measures to permit making an honest comparison by
giving a common basis for the measures of different units.


78) statistical validity
Answer:
This is achieved when an appropriate statistical procedure is selected and the assumptions of
the procedures are fully met.
research.
79) unidimensionality
Answer:
The principle that when using multiple indicators to measure a construct, all the indicators
should consistently fit together and indicate a single construct.
80) validity
Answer:
A term that broadly means “true.” It is used in various areas of research: to refer to the logical
tightness of experimental design for demonstrating causal relations, to the ability to generalize
findings beyond a specific study, to the quality of variable measurement, and to the proper use
of research procedures.
81) authenticity
Answer:
Authenticity is for qualitative research what validity is for quantitative research; authenticity
means giving a fair, honest, and balanced account of social life from the viewpoint of
someone who lives it every day.
research.
82) dependability
Answer:
Measure of how consistent qualitative data are, both internally and with the findings of other
researchers.

Test Item File
research.
83) transferability
Answer:
Much like external validity for quantitative research, transferability concerns the extent to
which qualitative findings are applicable beyond the immediate research setting.
research.
84) credibility
Answer:
Credibility concerns whether qualitative accounts of phenomena accurately capture the nature
of said phenomena; credibility can be checked in a variety of ways, such as spending as much
time as possible in the research setting, using a variety of research techniques such as
triangulation, and asking those we are studying what they think about researchers’
interpretations.
research.

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Neuman, Robson Basics of Social Research

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Basics of Social Research Canadian 3rd

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Chapter 6 Qualitative and Quantitative Measurement

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5) How do qualitative and quantitative ideas about validity differ?

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6) Explain the difference between the logic of a scale and an index.

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9) How does standardization make comparisons easier?

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separate from gathering or analyzing data. Measurement for qualitative researchers

12) Which sequence illustrates the progression of quantitative measurement steps?

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16) During the conceptualization process, a quantitative researcher should

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19) Which one of the following is FALSE?

21) Which of the following is measured at the ordinal level?

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B) Mary weighs less than Janet.

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32) Which of the following lists contains all variables?

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(iii) 21 to 22 years old

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Diff: 4 Type: MC Page Ref: 130–131

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Learning Objective: 3. Explain how conceptualization and operationalization are different in

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Learning Objective: 3. Explain how conceptualization and operationalization are different in

44) When comparing qualitative and a quantitative approaches to measurement,

What is wrong with this question?

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C) The response categories are not ranked.

To what age category do you belong?

What is wrong with this question?

48) conceptual definition

49) conceptual hypothesis

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51) concurrent validity

52) content validity

53) continuous variables

54) criterion validity

55) discrete variables

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56) empirical hypothesis

57) exhaustive attributes

58) external validity

59) face validity

61) internal validity

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The ability of experimenters to strengthen a causal explanation’s logical rigour by eliminating

62) interval-level measurement

63) levels of measurement

64) Likert scale

65) measurement validity