RATING SCALE

 Aid to disciplined dialogue. Its precisely defined format focuses

the conversation between the respondent and the
questionnaire on the relevant areas
 used for assessing the performance of tasks, skill levels,
procedures, processes, qualities, quantities, or end products,
such as reports, drawings, and computer programs
• Dichotomous Scale
1. A questions are usually used in a survey that asks for a Yes/No,
True/False or Agree/Disagree answers.
2.It used for clear distinction of qualities, experiences or respondent’s
opinions.

Example:
Have you ever purchased a product or service from our website?
• Category Scale
Consists of several response categories to provide the respondent with
alternative ratings.

For multiple items to elicit a single response

Examples:
• Semantic Differential Scale
designed to measure the connotative meaning of objects, events, and
concepts.
Example:
Ayda jebat asked her fans to rate on the following attributes using the
scale below.
Beautiful _ _ _ _ _ _ _ _ Ugly
Nice voice _ _ _ _ _ _ _ _ Bad voice
Multilingual _ _ _ _ _ _ _ _Unilingual
Most up to date fashion_ _ _ _ _ _ _ _ Out dated fashion
Tall_ _ _ _ _ _ _ _ Short
Numerical scale

 control allows you to display a scale of numeric form

Example:
I think this iphone is
a. Very Enjoyable 5 4 3 2 1 Least Enjoyable
b. Very useful 5 4 3 2 1 Least Useful
c. Very complicated 5 4 3 2 1 complicated
d. Easy to use 5 4 3 2 1 Very difficult use
Itemized Rating Scale
> Ordinal Scale that has a brief description or numbers associated with each category, ordered in terms of
scale positions.
 A type of non-comparative scale where each choice category has some form of description (as opposed
to a semantic differential scale, where only the extreme categories are labelled).

• Example: Balanced Rating Scale

“5” - Very frequently (use everyday)
“4” - Frequently (use at least three times a week)
“3” - Sometime (at least once a week)
“2” - Seldom ( once a month)
“1” – Not used at all
Likert Scale

 Various kinds of rating scales have been developed to measure attitudes

directly .
 how strongly subject agree or disagree with statements on a 5 –point scale.
Example:
Stapel Scale
1. Usually constructed vertically with a single adjective in the middle of the
range of values.

2. The respondent is asked to select the appropriate numerical response

category that best describes the extent to which the adjective related to the
object is accurate or inaccurate.
 Graphic rating Scale
> Type of performance appraisal method. In this method traits or behaviours that are
important for effective performance are listed out and each employee is rated against these
traits.
 The rating helps employers to quantify the behaviours displayed by its employees.

Example
Please rate the facilities offer at the college.

1. Library very bad adequate excellent

1 5 10

2. Classroom very bad adequate excellent

1 5 10
 Goodness of Measures
Reliability
The degree to which the result of a measurement, calculation, or specification can be
depended on to be accurate.

Validity
The quality of being logically or factually sound; soundness or cogency.
 Types of Validity
• Content Validity
• Face Validity
• Criterion Related Validity
• Concurrent Validity
• Predictive Validity
• Construct Validity
• Convergent Validity
• Discriminant Validity
• Content Validity
 Refers to the extent to which a measure represents all facets of a given
construct.
 Example : An exam over chapters 1-4 that only contains questions about
chapter 2 has poor content validity.

• Face Validity
 The degree to which a procedure, especially a psychological test or
assessment, appears effective in terms of its stated aims.
 Example : A test to measure pronunciation ability.
• Criterion Related Validity
 Measures how well one measure predicts an outcome for another measure.
 Example : A student that can potentially do successfully in college.

• Concurrent Validity
 Refers to the extent to which the results of a particular test, or measurement,
correspond to those of a previously established measurement for the same
construct.
 Example : Grade Pointer Average score (GPA)
• Predictive Validity
 The extent to which a score on a scale or test predicts scores on some
criterion measure.
 Example : Giving students a reading test for admission of MUET.

• Construct Validity
 The degree to which a test measures what it claims, or purports, to be
measuring.
 Example : Measure a person’s happiness based on financial stability
• Convergent Validity
 Refers to the degree to which two measures of constructs that theoretically
should be related, are in fact related.
 Example : A full price on receipt shows that each item are related to each
other.

• Discriminant Validity
 Tests whether concepts or measurements that are not supposed to be related
are actually unrelated.
 Example : It would be expected that individuals who study would score
significantly higher than individuals who did not study.
 WHAT IS RELIABILITY

• Reliability = Consistency

• Consistency by which an assessment measures

whatever it is measuring

• Criterion by which tests, especially external

achievement tests, are judged
• Many external tests are judged by their reliability

• Parents, students, administrators often ask about the reliability

• Importance differs by assessment and by role.

THREE TYPES OF RELIABILITY
 TEST-RE-TEST

Test-re-test reliable is the common measure of reliability in order to measure the test-re-test reliability ,
we have to give the same test to the same test respondent on two separate occasions. A coefficient of
stability of indicates that each respondent scores are perfectly correlated.
 SPLIT- HALF METHOD

• The split-half method assesses the internal consistency of a test, such as

psychometric tests and questionnaires. There, it measures the extent to
which all parts of the test contribute equally to what is being measured.
This is done by comparing the results of one half of a test with the results
from the other half.
 INTERNAL CONSISTENCY

• Looks at the administration of a single test, one time

• Examines how individual test items function in a consistent manner

• Two statistical measures for internal consistency

• Kuder Richardson (K-R) formulae (for dichotomous items)
• Chronbach coefficient alpha (for polytomous items)