SOCIAL WORK 4810

(3 credit hours)
Instructor: Cassandra Barragan Ph.D., MSW
Office Hours: By Appointment
Email: ec0676@wayne.edu

Class Day/Time: Wednesday 8:30am 11:15am

Office #: 248-370-2876 (do not leave message)
Cell #:
248-790-1378 (call or text)

COURSE DESCRIPTION
This course is a continuation of S W 3810. The course includes information on the integration of
inferential statistics and components of quantitative and qualitative designs appropriate for
evaluating service delivery and related policy.
This course builds on and expands knowledge and skills for social work research covered in SW
3810, including the application of data analysis and statistical techniques, and the use the
Statistical Package for the Social Sciences (SPSS).
COURSE COMPETENCIES AND PRACTICE BEHAVIORS FOR THIS COURSE
Competency 3: Apply critical thinking to inform and communicate professional judgments
Practice Behavior: 3B) analyze models of assessment, prevention, intervention and evaluation
Competency 6: Engage in research-informed practice and practice-informed research
Practice Behavior: 6B) use research evidence to inform practice
Competency 10: Engage, assess, intervene, and evaluate with individuals, families, groups,
organizations, and communities
Practice Behaviors:
ASSESSMENT: A1. collect, organize and interpret client data
EVALUATION: D1. evaluate and assess interventions
TEXTS AND REQUIRED MATERIAL
Required Text:
Rubin, A. (2013). Statistics for Evidence-Based Practice and Evaluation. Belmont, CA: Cengage
Learning.

Required Software:
SPSS (Statistical Package for the Social Sciences) is available to students for FREE at the
WSU Software clearinghouse:
https://commerce.wayne.edu/clearinghouse/customer/account/login/
For further assistance with installing SPSS, contact C&IT support at (313) 577-4778 or at
helpdesk@wayne.edu
Recommended Text:
Rubin, A. & Babbie, E. (2013). Essential research methods for social work. Independence,
KY: Cengage Learning (You may utilize the earlier edition of Rubin & Babbie that was
purchased in previous semester)
INTRODUCTION:
Specific topics include:
1. An introduction to descriptive and inferential statistics with particular emphasis placed
on bivariate and basic regression analyses.
2. Ethical and human diversity issues associated with analyzing and interpreting data
collected from culturally diverse, disenfranchised, and at-risk populations.
3. Specific emphasis will be given to the use of practice knowledge to inform social work
research and the use of research findings to inform social work practice.
Performance Criteria:
Through written assignments, quizzes [or tests] and class participation, the students will be
expected to achieve the competencies identified above.
Grading and Assignments
Assignment
Peer Evaluation
iRAT/tRAT 1
iRAT/tRAT 2
iRAT/tRAT 3
iRAT/tRAT 4
28%
iRAT/tRAT 5
iRAT/tRAT 6
iRAT/tRAT 7
5-minute article review
FINAL EXAM

Percentage
15%
1%/3%
1%/3%
1%/3%
1%/3%
1%/3%
1%/3%
1%/3%
12%
5%

Assignment #1: Measurement in

Social Work Research

20%

Assignment#2: Data Presentation

20%

Points
100*
100
100
100
100
100
100
100
100
100
40

Competencies
3,6,10
3,6,10
3,6,10
3,6,10
3,6,10
3,6,10
3,6,10
3,6,10
3,6,10

45

6,10

3, 10

Total

100%
200
*Final score may be more than 100, but the % remains the same in final grade
calculation

BENCHMARK ASSIGNMENTS
Measurement Assignment:
Students will demonstrate the ability to develop measurement tools and apply understanding
of practice context and peer-reviewed literature as they relate to measurement. Students will
convey understanding of the concepts of level of measurement and show the ability to
translate measurement instruments to SPSS data format.
Data Presentation Assignment:
Students will demonstrate the ability to independently analyze and interpret descriptive and
inferential statistical analyses and to report on the meaning and implications of the results.
Grading Policy:
Students may pass the course with a grade of D but must maintain a C average during the junior
and senior year. (See Undergraduate Bulletin, Wayne State University
http://www.bulletins.wayne.edu/ubk-output/index.html)
Grade distribution:
100-95 A
94.9-90 A79.9-77 C+
76.9-73 C

89.9-87 B+
72.9-70 C-

86.9-83 B
69.9-67 D+

82.9-80 B66.9-63 D

79.9-77 C+
62.9-60 D-

ORGANIZATION OF THE COURSE

This is a three-credit course composed of team-based work, lecture, discussion, and practice in
data analysis. This course utilizes a team-based learning approach to encourage mutual aid in
learning unfamiliar content. Course sessions will focus on:
1.
Describing the basic principles of hypothesis testing and probability theory
2.
Developing reports of statistical findings, including descriptive and inferential
analyses
3.
Identifying and addressing ethical, cultural and political issues associated with
the analysis, interpretation, and dissemination of empirical data evaluating social
work interventions, programs and policy outcomes with culturally diverse,
disenfranchised, and or at-risk populations
4.
Using research findings as an essential component for ongoing professional
development by engaging in evidence-based social work practice Identify,
critically analyze and evaluate published sources of research appropriate for the
research question and population and assess their implications for social work
practice and social welfare policy in varied social work contexts Use practice

5.
6.

7.

knowledge to identify research problems and design measurable research

questions
Identification and description of the steps of the research process and their
interrelationships
The development of measurement instruments with consideration for the
relationship between operational definitions and quantifying variables, including
reliability and validity considerations salient to the measurement process
Understand the basic application and interpretation of descriptive and
inferential statistics; and
Instruction in the use of SPSS to test hypotheses and conduct basic descriptive
and inferential analyses.

ROLE OF THE STUDENT AND INSTRUCTOR

See University Statement of Obligation of Students and Faculty Members of the teaching learning process
http://www.bulletins.wayne.edu/fib/fib2d.html
WSU STUDENT RESOURCES
Students with disabilities
http://studentdisability.wayne.edu/rights.php.
Academic integrity and student code of conduct
http://www.doso.wayne.edu/student-conduct/Academic_Integrity.html
Counseling and Psychological Services (CAPS) at Wayne State:
http://www.caps.wayne.edu/
POLICIES FOR THIS COURSE
1. The Wayne State University Statement of Obligations of Students and Faculty
Members to the Teaching and Learning Process identify the role of students and
instructors. Students can find this statement at the following WSU web address,
http://www.bulletins.wayne.edu/ubk-output/gen18.html#15234.
2. Students are expected to participate in class by, (a) contributing to class
discussions and small group exercises, (b) sharing their responses to course
readings and issues and topics raised in class, (c) asking questions and (d) being
an active part of the team to solve problems and complete assignments
throughout the semester.
3. Student Disability Services - If you have a documented disability that requires
accommodations, you will need to register with Student Disability Services for

coordination of your academic accommodations. The Student Disability Services

(SDS) office is located at 1600 David Adamany Undergraduate Library in the
Student Academic Success Services department. SDS telephone number is 313577-1851 or 313-577-3365 (TTY: telecommunication device for the deaf; phone
for hearing impaired students only). Once you have your accommodations in
place, I will be glad to meet with you privately during my office hours to discuss
your special needs. Student Disability Services mission is to assist the university
in creating an accessible community where students with disabilities have an
equal opportunity to fully participate in their educational experience at Wayne
State University
4. The Wayne State University Writing Center is the place to talk about your
writing. Whether you are working on your first or final draft, the Writing Center
is available to advise you at any step of the writing process. Services are free to
all Wayne State University students and faculty. Services include: one-on-one
tutoring; a library covering grammar, style and documentation; and computer
access. The Wayne State University's Writing Center is also piloting OWL (online
writing lab) called HOOT. HOOT stands for "Hypertext One-on-one Tutoring" and
it will enable students to e-mail us their papers for commenting. Depending on
the student's level of comfort with this technology, we will be able to leave
comments in HTML, audio, or video. Learn more about Writing Center services
at http://www.clas.wayne.edu/writing/
5. Attendance & Participation Policy
The Universitys policy on attendance states, Students are expected to attend all
sessions of courses for which they are registered and to notify the instructor or his
or her secretary prior to the class sessions, if possible, when the student may be
absent due to illness or similar emergency.
In addition to attending all class sessions, students should arrive for class on time.
Students who arrive late miss important information and disturb their classmates.
Students are expected to complete assigned reading and come prepared to
participate in classroom discussions. Please note that attendance and participation
are not a part of your final grade, but your peer review is part of your final grade.
Because of the structuring of this course, poor attendance could significantly impact
your final grade.
6. Assignments and Grades
Scores earned for graded assignments and/or quizzes determine final course grades.
Handouts, distributed in class, specify the criteria used to assess student
performance on graded assignments.
All assignments are due on the date specified by the instructor. Late assignments are
5

penalized by 5 points off per day it is late. If your paper is late without my approval,
you lose one letter grade PLUS 5 points per day it is late. All late papers are due 24
hours before the NEXT scheduled class.
Exceptions can be made in extreme circumstances, but only if brought to the
instructors attention. To avoid the late penalty contact the instructor at least 48
hours before the assignment is due and request an extension. Make-up
examinations are available only under unusual and unavoidable circumstances.
Grading Rubrics:
For each assignment, I will use a grading rubric to determine the most
appropriate grade. Grading rubrics can be found later in the syllabus along
with specific instructions for each assignment.
Electronic submissions:
If assignments are collected electronically, the file must be named following the
format:
SW318_name of assignment_your name
For example: your file for the self-reflection paper should be named as follows:
SW318_self reflection_Susie Smith
Classroom Deportment
Refrain from side conversations and unrelated remarks during class. Treat other students and
your professors with courtesy. Address personal class-related problems with your professor
during office hours or outside of class. Failure to follow these guidelines may result in corrective
action by professors at their discretion. Students who disrupt class may be asked to leave in
order to provide a positive learning environment for others. It is my expectation that both
learners and instructor will strive at all times to be respectful of one another. This includes
being polite in our language and sensitive to the feelings of others in our discussions and
responses to our fellow students comments. We will be tolerant of ideas that are different
from our own and attempt to appreciate how these differences may be applied and
understood.
Assignment Format
With the exception of reading summaries, in-class writing assignments, and exams, all written
work is to be written in APA format. It is strongly suggested that you purchase a copy of the
APA manual (6th edition) and learn the format.
All papers should be typewritten, double-spaced, one inch margins in black, 12 point Times
New Roman font. Do not use extra spaces between paragraphs.

Follow APA format for all references and citations. Please do not submit your work in a
binder or folder.
6

Staple the pages together with your name on each page and make sure to number the
pages.
Attach a title page that lists the name of the assignment as it appears on the syllabus, the
date, course information, and include your email address along with your name in the event I
need to reach you with a question.

Additional information on APA format will be posted on Moodle during the first week of class.
Communication/emails
When you email me, be sure to practice professional standards in communication. Try to avoid
using slang, unnecessary abbreviations, and other work-inappropriate verbiage. If you are
emailing me about the class, be sure to title your email: SW4810 Your Name

Team-Based Learning

Readings for Preparation

Individual Test (iRAT)

Same test completed as a
team (tRAT)
Appeals
Mini-lecture

Application activities
Teams work on a significant
problem that requires them
to make a significant choice.
All teams work on the same
problem and report
simultaneously

This method significantly improves the likelihood you will:

master the course subject

Develop the ability to use course concepts in thinking and problem solving
Be better prepared to be life-long learners
Develop interpersonal and team interaction skills
Enjoy the course

Course Learning Units

The following is an outline for class meetings, with reading assignments for each. Readings
should be completed in advance of class, to permit participation in discussion.
**Always refer to Bb for any changes in readings or additional resources**
Date

Unit

9/2/15

Unit 1

Content
Review syllabus, graded assignments, & introduction to
course goals and objectives.
Review of Team-Based learning
Pre-Test
Team assignments

Reading
Rubin: Chapter 1
Powerpoint: Unit 1

Review Evidence Based Practice & Why we need stats

Practice RAT: review of research
methods I & syllabus
9/9/15

Unit 2:
Part 1

Levels of measurement & coding

Frequency distributions, and graphs, and measures of
central tendency

Rubin: Chapter 2 &

4
Powerpoint: Unit
2:1

RAT 1: Covering Unit 2:1

9/16/15

Unit 2:
Part 2

Introduction to univariate and bivariate analyses

Data Presentation
Descriptive Statistics
Review of hypothesis testing, statistical significance,
measures of association

Rubin:
Chapters 3,5,6 & 7
Powerpoint:
UNIT 2:2

RAT 2: covering unit 2:2

9/23/15

Unit 3

Probability theory, sampling distributions, and testing the

null hypothesis, Type I and Type II errors
Introduction to Analysis

Rubin:
Chapter 8,10 & 11
Power Point:
UNIT 3

RAT 3: covering unit 3

9/30/15

10/7/15

Unit 4

Survey design
Research ethics and the IRB
RAT 4: covering unit 4

Rubin & Babbie:

Chapter 8
Power Point:
UNIT 4

IRB decisions
SPSS Introduction & data entry

Readings on Moodle
Power Point:

SPSS
Recommended: Survey draft by this date
10/14/15

Unit 4

Conducting descriptive statistics

Recommended: Use class lab time to enter data in SPSS

10/21/15

Unit 5
Part 1

Normal distributions, z-scores, percentiles, and effect size.

Types of Analysis
RAT 5: covering unit 5:1

Review:
Rubin Chapter 7
Rubin:
Chapters 8 & 16

10/28/15

Unit 5
Part 2

Cross Tabulation, Chi-Square

RAT 5: covering unit 5:2
Assignment 1 due

Rubin:
Chapter 14

11/4/15

Unit 5
Part 3

T-Tests & Correlation; Analysis of variance (ANOVA)

RAT 7: covering unit 5:3
Assignment 2:
parts 1 & 2 due for review

Rubin:
Chapters 12, 13 &
15

11/11/15

Unit 5

In class practice

11/18/15

Unit 5

Peer review day

11/25/15

Happy Thanksgiving!
12/2/15

Presentations
Assignment 2 due

12/9/15

Presentations

12/16/15

Course Evaluation
Peer Review

5-minute Article Review

During the semester, everyone will be required to individually report on an article of their
choosing. You must briefly report: The population being studied, the basics of the study
(who, what, when, where, why), the method of analysis, and the key findings.
Assignment #1
Measurement in Social Work Research
Purpose
The purpose of this assignment is for students to gain exposure to the development of
measurement tools and proficiency applying understanding of practice context and peerreviewed literature as it relates to measurement. In addition, the assignment gives students the
opportunity to demonstrate understanding of the concepts of level of measurement and ability
to translate measurement instruments to SPSS data format.
Assignment Requirements
You will have two options to develop your own data to complete this and the final assignment
with.
Option 1: Create an instrument to assess client outcomes at an agency where you work, intern
or volunteer. Your objective is to create a short survey to assess at least one of the desired
outcomes for the client population. As an evidence-based social work practitioner, you know
that part of creating an appropriate outcome measure is to consult available resources,
including the peer-reviewed literature, for guidance as well as your understanding of the
ethical, cultural and political issues associated with conducting research with culturally diverse,
disenfranchised and at-risk populations. You may decide to revise the existing survey or
adapt/adopt an outcome instrument from another source, such as the peer-reviewed social
work literature.
You must design the survey to administer to people in your field placement, agency, or
volunteer location. If you do not have any of these, you can survey people at your work, in your
family, etc. The important thing is that this is a survey you will be required to actually
administer to people.
Preferably, this will be done with your agency/field placement and address a need they identify.
With the support from your agency, you will be providing them with invaluable information
regarding their needs, clients, and any gaps in services.
Option 2: You will construct an observational/ethnographic study based on your observations.
You will develop an observational tool that is easy to use and interpret. Create this tool so that
someone other than you will understand how to use it to make observations. This will require

10

you to operationalize your definitions and specific aspects of behavior, etc. that you are
observing.
You can observe people in any setting you choose, it does not have to be based on your
internship and in fact, can be completely unrelated. However, you will still need to follow the
same standards for the assignment with some slight adjustments. If you choose this option, see
me.
HELPFUL READINGS:
1) Review the Rubin chapter on measurement
2) Review the Asking Questions with a Purpose handout, posted on Blackboard
Your assignment must include:
Part 1. Paper: Approximately 2-3 page paper that provides a justification or rationale for why
you are recommending use of this survey tool. Your justification should include:
A. Description of the agency setting, services provided in the program and client
population and brief discussion of how this impacts measurement,
B. Conceptual definition of the outcomes assessed and discussion of why they are
selected,
C. At least one peer-reviewed article that speaks to some element of measurement.
That article should be attached to your assignment.
Part 2. Survey: A survey instrument measuring the desired client outcome(s) (approximately
one page)
A. It should be formatted ready to administer the survey to a client
B. Response options and instructions on how to complete the survey should be
included.
C. You must have a minimum of 10 questions or observations and no less than 2 at each
level of measurement.
Part 3. Codebook: A codebook for the questions and responses.
A. Include the variable name associated with each question on the survey
B. Include question numbers for the response categories for individual questions,
include variable name, label, description, value, and level of measurement.
C. The idea is that any person even someone unfamiliar with your survey could look
at your SPSS data set and understand how the variables in the data set link to the
questions in the survey. The codebook provides that link.

11

Example Codebook
Q#
1

Question
What is your
gender?

Name
Sex

How old are

you in years?
How satisfied
are you with
your job?

Age

Q15JobSat

Label
Gender of the
respondent.
Age of Respondent in
Years
Satisfaction with Job

Values
1= Female, 2=Male,
SYSMIS= 999

Measure
Nominal

Range from 1- 95,

SYSMIS=9999
1= Very Dissatisfied,
2= Dissatisfied,
3= Neither Satisfied
nor Dissatisfied,
4= Satisfied,
5= Very Satisfied,
SYSMIS= 999.

Interval
Ordinal

Part 4. Data set Setup: Create a SPSS data set. Your SPSS data set should include:
A. The name of the variable. The name of the variable should be directly linked to the
question as indicated in the codebook. The name of the variable in the codebook and
the SPSS file should be the same.
B. A label for the variable that is appropriate for the variable.
C. The values for that variable
D. Values to be entered for missing data
E. The appropriate level of measurement (nominal, ordinal, scale).

12

Paper #2: Data Presentation

Purpose
The purpose of this assignment is to assess students ability to compute and interpret descriptive
and inferential statistical analyses using the Statistical Package for the Social Sciences (SPSS).
Ultimately, this assignment is designed to strengthen students practice evaluation skills by
enhancing their overall data analysis and interpretation skills and competencies.
General Information
You are strongly encouraged to use the data you collected from your survey.
Explore the variables in the dataset and choose several that may be of interest to you for the
assignment. Ultimately, you will be testing hypotheses that relate two (or more) variables. With
this in mind, you will need to select variables that have the appropriate level of measurement
for the three statistical tests outlined below.
You are not expected to do this alone! Feel free to work in pairs or groups for this assignment.
However, keep in mind that your write-up should be original and reflect your own work!
Assignment Requirements
Part I (8 points). Pose three research questions concerning the relationship between
variables in the data set. The requirements for each type of question are described below. You
will need to provide a planning table for each of your analyses (see example on next page).
Question #1. One question must examine the relationship between two variables that are
nominal or ordinal-level. (Chi Square)
Question #2. One question must test for statistically significant correlations between interval
or ratio-level variables. (Correlation)
Question #3. One question must test for statistically significant differences between the
means of two groups (T-test) OR ANOVA (for independent variables with 3 or more levels)
Question #4. One question must test for statistically significant differences between the
means of three or more groups (ANOVA).
Part I Example:
Data Presentation Assignment, Part I
Research Questions, null and alternative hypotheses
1. Pearson r
a. Research Question: What is the relationship between years of education and
reported hours of TV watching?
13

b. Null hypothesis: There is not a relationship between years of education and

reported hours of TV watching
c. Alternative hypothesis: There is a relationship between years of education and
reported TV watching.
2. Chi Square
a. Research Question: Is there an association between gender and religious
affiliation?
b. Null hypothesis: There is not an association between gender and religious
affiliation
c. Alternative hypothesis: There is an association between gender and religious
affiliation
3. Analysis of Variance (you need ANOVA OR T-test)
a. What is the relationship between racial group and reported hours of TV
watching?
b. Null hypothesis: There is not a relationship between racial group and reported
hours of TV watching
c. Alternative hypothesis: There is a relationship between racial group and
reported hours of TV watching.
You should use a planning table as you begin to write this paper to think about each of your
research questions and the level of measurement of all your outcome variables.
Example Planning Table
Statistical Test

Example of Independent
Variable (level of
measurement)

Dependent Variable (level of

measurement)

Pearson r (correlation)

Years of education
(ratio)

Number of TV hours (ratio)

Chi-Square

Gender (nominal)

Religious affiliation (nominal)

ANOVA

Racial group (nominal)

Number of TV Hours (ratio)

Part II. (8 Points) Submit the Output file based on your research questions and planning table
submitted for part I. Your instructor will review and grade your output file and give feedback on
your analysis prior to completion of part III.
Part III. (24 Points) The report must be organized in the following manner.
1. Sample (10 points)

14

A. Describe how each of the variables used in the analysis were measured.
B. Conduct appropriate descriptive analyses of the variables in the data set and present
the results of your analyses and your interpretation of the data, using both tables
and text.
EXAMPLE: DESCRIPTIVE STATISTICS TABLE
Table 1: Example of Categorical, Ordinal, or Nominal Descriptives.
n (%)
Gender
Male
Female
Race
Black
White
Other

44 (50%)
44 (50%)
22 (25%)
44 (50%)
22 (25%)

Satisfaction with social

worker
Very satisfied
Somewhat Satisfied
Neither Satisfied nor
Dissatisfied
Somewhat Dissatisfied
Very Dissatisfied

44 (50%)
44 (50%)
22 (25%)
44 (50%)
22 (25%)

Table 2: Example of Interval Level Descriptives.

Age (in years)

Years of Education
Other Important
Demographic Variable

n
88
84
88

Mean
34.4
12.5
x

SD
5.3
7.7
x

C. Write a brief one-paragraph summary of the data presented in the descriptive

statistics table. The summary should not simply restate the statistics presented in the
table. Instead, the summary should direct the reader to the most important
statistics while summarizing the statistics for all variables presented in the table.
D. Discuss the degree to which this sample could be considered representative.
E. Discuss how the sample characteristics might impact generalizability.

15

2.

Bivariate Analysis (9 points)

A. State the research question.
B. Describe the statistical techniques you used to answer the research question.
C. Conduct appropriate analyses for each of the three research questions and
report the findings in APA format. Present appropriate tables or charts to
illustrate the results of your analysis. Consult the APA manual for guidance.
Please note that simply copying and pasting SPSS output is not appropriate
APA format!
D. Write a brief one-paragraph summary of the meaning of the results. Briefly
summarize the meaning of the data in terms of statistical and practical
significance. What were the significant differences or relationships? Are they
meaningful? Consider the strength and direction of relationships, the amount of
variance explained and the meaning of differences.
Note: Bivariate Analysis Section. For each bivariate analysis (item 2C), you should do the
following:
Step 1. State a null and alternative hypothesis for each statistical test, and the
significance level you are establishing for rejecting the null hypothesis. Please state
the independent and dependent variables for each of your hypotheses.
Step 2. Describe the statistical techniques you used to answer the research
question.
Step 3. Present appropriate results of your analysis (see additional notes, next page).
(Dont just copy the examples that the instructor has presented in class. Come up with your
own research inquiries that YOU find interesting!)
3. Implications (5 Points)
Discuss the real world significance of the results of your analyses. How can
these findings inform further research on the topics that you explored in
your analysis? What additional relationships should be examined?

Additional Notes on Reporting Statistical Tests

There a several ways of reporting each statistical test. Examples are shown belowyou may
use other methods of presentation that are shown in your textbook.
1. (2 =2.8, df=2, p > .05)
2. T-test (t=1.8, df=10, p <.05)
3. Analysis of Variance (F=2.3, df=12, p< .05)
4. Correlation (Pearson R): (r=0.40, r2=0.16, p < 0.05)
Before you submit your paper check the following:
1. Are your hypotheses appropriately stated (null and alternative hypothesis)?
2. Did you identify the significance level? IV? DV?
3. Did you state whether to accept or reject the null hypothesis?
4. Did you present appropriate results?
5. Did your conclusions follow appropriately from the results you presented?

16

Assignment #1 Grading Rubric

Measurement in Social Work Research
(40 points total)
Your assignment will be graded based on the assignment requirements and grading criteria.
General Criteria:
1. Thoroughness of the paper.
2. The appropriateness of the outcome measure for your practice context and population.
3. Quality of the paper with regard to writing. Your paper should be succinct and clearly
written. You should proof read your paper carefully.
Part 1. (10 points) Provide a justification or rationale for why you are recommending use of this
survey tool. Your justification should include:
A. Description of the agency setting, services provided in the program and client population and
brief discussion of how this impacts measurement.
Did the student do a good job telling me about the agency setting, client population, and
the impact of the measurement? 3 points
B. Conceptual definition of the outcomes assessed and discussion of why they are selected.
After reading the paper do I understand what outcomes the student is looking for and
why they thought these outcomes were important? 3 points
C. At least one peer-reviewed article that speaks to some element of measurement. That
article should be attached to your assignment.
Did the student pick a strong peer-reviewed article that addresses the outcome they
have chosen to measure? 2 points
Did the student incorporate information from the article into their own measure?
2 points
Part 2. (10 points) A survey instrument measuring the desired client outcome(s)
(approximately one page)
A. It should be formatted as if you were going to administer the survey to a client.
Does the survey appear to be formatted as if the student were actually going to
administer this to a client? 2.5 points
Do the questions appear to be asked in a manner that is clear and easy for client to
understand (no double barreled questions)? 2.5 points
B. Response options and instructions on how to complete the survey should be included
Are their instructions included at the beginning of the survey and are they clear and
understandable? 5 points

17

Part 3. (10 points): SPSS codebook

A. Include the variable name associated with each question on the survey.
Does the variable have a name and is it easy to understand? 3 points
B. Include question numbers for the response categories for individual questions,
include variable name, label, description, value, and level of measurement.
Did the student include the variable name, label, description, value, and level of
measurement 4 points (-1 for each of these that are missing)
C. The idea is that any person even someone unfamiliar with your survey could look
at your SPSS data set and understand how the variables in the data set link to the
questions in the survey. The codebook provides that link.
Is the codebook understandable and well-organized? Are questions in the same
order on the survey and the codebook? 3 points
Part 4. (10 points): SPSS datafile
You need to create an SPSS data file with the variable information associated with your survey
included. You do NOT need to enter any data into the data file, just make sure you establish
your variable definitions using variable view. The idea is that any person even someone
unfamiliar with your survey could look at your SPSS data set and understand how the
variables in the data set link to the questions in the survey. For example, if you were to give me
a completed survey and the data file, I should be able to enter the data from the survey into the
SPSS data file.
Is there a data file with variable information included with the survey? 4 points
Are variables, labels, and values included in the SPSS file? 3 points
Is the SPSS file arranged in a clear and well-organized manner that is easy to understand
(ie. are variable names in the same order as on the survey)? 3 points

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Assignment #2 Grading Rubric

Data Presentation Assignment
Total points=45
Part I. (8 points) Pose four research questions concerning the relationship between
variables in the data set. Present the planning table with variables and appropriate levels of
analysis. The requirements for each question are described below.
Question #1. Is this a good question that can be analyzed using a chi square test? 2 points
Question #2. Is this a good question that can be analyzed using a correlation? 2 points
Question #3. Is this a good question that can be analyzed using a t-test? 2 points
Question #4. Is this a good question that can be analyzed using an ANOVA? 2 points
Part II. (8 Points) Submit the Output file based on your research questions and planning table
submitted for part I. Your instructor will review and grade your output file and give feedback on
your analysis prior to completion of part III.
Question #1. Was the chi square test analyzed appropriately? 2 points
Question #2. Was the correlation analyzed appropriately? 2 points
Question #3. Was the t-test analyzed appropriately? 2 points
Question #4. Was the ANOVA analyzed appropriately? 2 points
Part III. Report (24 points)
The report must be organized in the following manner.
1. Sample (10 points)
A. Describe how each of the variables used in the analysis where measured.
Does the student tell me how each of the variables are measured? 2 points
B. Conduct appropriate descriptive analyses of the variables in the data set and present the
results of your analyses and your interpretation of the data, using both tables and text.
Consult the APA manual for instructions concerning the presentation of empirical data in
research reports.
Are tables with descriptive statistics included in the paper? Are tables presented appropriately
for the level of measurement? Are they in appropriate APA format? 2 points
C. Write a brief one paragraph summary of the data presented in the descriptive statistics
table. The summary should not simply restate the statistics presented in the table.
Instead, the summary should direct the reader to the most important statistics
while summarizing the statistics for all variables presented in the table.
Is the one paragraph a good summary of the descriptive statistics? Does the student bring
attention to at least one important variable? 2 points

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D. Discuss the degree to which this sample could be considered representative.

Does the student address if their sample can be representative of the greater population? 2
points
E. Discuss how the sample characteristics might impact generalizability.
Does the student do a good job at talking about the populations that this study might be
generalizable to? Do they talk about populations that might not be as well represented? 2
points
2. Bivariate Analysis (9 points)
A. State the research question.
Did the student state a research question? 2 points
B. Describe the statistical techniques you used to answer the research question.
Did the student tell me what statistical technique they used? 2 points
C. Conduct appropriate analyses for each of the three research questions and report
the findings in APA format. Present appropriate tables or charts to illustrate the results
of your analysis. Consult the APA manual for guidance.
Is the analysis appropriate for each of the three research questions? Are the findings in APA
format? 2 points
D. Write a brief one-paragraph summary of the meaning of the results. Briefly summarize the
meaning of the data in terms of statistical and practical significance. What were the
significant differences or relationships? Are they meaningful? Consider the strength and
direction of relationships, the amount of variance explained and the meaning of
differences.
Did the student include a brief one- paragraph summary of the meaning of the results? 3 points
3. Implications (5 points)
Is the real world significance of the results of your analyses discussed? Do
you explain how these findings can inform further research on the topics
that you explored in your analysis? Do you discuss additional relationships
that should be examined?
4. Presentation (5 points)
10-minute presentation of your research.

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