Psychologists often use psychological tests and other measures when conducting research. These measures come in a variety of forms, such as self-report questionnaires, interviews, and observational checklists. When carefully selected, measures enable researchers to make valid, reliable observations about behaviors and other variables of interest. However, when researchers use inappropriate measures, this can lead to inaccurate assessments of behavior and inappropriate decision-making. This puts the validity of the research study at risk. The problem is that there are so many options available when it comes to psychological measures. Researchers must carefully evaluate the qualitative and quantitative evidence available about the measure to ensure it is the best fit for the research context.
For this Assignment, you will write a 4-6 page paper about choosing measures for psychological research. You will also identify and summarize a psychological measure that researchers in your specialization use when conducting research.
Be sure to address the following:
Part 1. Discuss the validity and reliability factors researchers should consider when choosing a measure.
Part 2. Identify and Describe a Psychological Measure
Describe the construct it measures.
Describe the format of the measure.
The Assignment should:
Your paper should include:
Submitting your Assignment
Put your Assignment in a Word document. Save it in a location that you will remember and with your full name along with the class number. When you are ready to submit it to the unit Dropbox. You should revisit the Dropbox to view any helpful feedback your instructor has left for you.
College of Social and Behavioral Sciences
Arts and Sciences
Assignment Rubrics
Course: PS504 Advanced Research Methods
A description of all assignments/projects to be completed can be found under each of the units in the course. Rubrics for all assignments/projects can be found below.
Unit 2 Assignment Rubric
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% – Points |
Points Earned |
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Student clearly summarizes the goals of psychology. |
0-10 |
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Student clearly explains how research contributes to the aims of psychology. |
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Student provides a detailed description of the characteristics of scientific explanations. |
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Student clearly distinguishes between the scientific method, the method of authority, and the rationale method. |
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Student clearly explains the role of theory in relation to understanding and researching behavior. |
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Student cites a minimum of the textbook and three peer-reviewed journal articles. |
0-6 |
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Writing |
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Structure: Add a design theme to your presentation to establish the style and color scheme for bullets, charts, SmartArt, and text, as well as the position of the content placeholders. Use visuals such as charts, images, and clipart to illustrate your content. However, do not add clipart simply to fill a slide or make it more colorful. |
0-7 |
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Mechanics: Cite your research after the bullet point(s) that have the quoted, paraphrased, or summarized text. Use a consistent and plain font throughout such as Arial, Times, Verdana, or Calibri. The content is 10-12 slides in length and incorporates speaker notes (not including the cover slide or reference slide). |
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Total |
0-70 |
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An explanation of the points earned, as well as where the Assignment could be strengthened, will be included with your grade. |
Unit 4 Assignment Rubric
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Student thoroughly differentiates between psychological measures with evidence of high validity and reliability versus low validity and reliability. |
0-5 |
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Student thoroughly examines test-retest reliability, parallel-forms reliability, and split-half reliability. Student identifies strengths and limitations of these approaches. |
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Student thorough analyzing what it means for scores on a psychological measure to be accurate. Student examines each of the following forms of validity: face, content, criterion-related, and construct validity. Student discusses at least three ethical considerations that relate to choosing a psychological measure. |
0-15 |
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Student describes a psychological measure that researchers use in your specialization area. This description includes the construct associated with the measure and the format of the measure. Student thoroughly examines strengths and limitations of the measure, given the qualitative and quantitative evidence available. Explore one way you could use this measure in a research setting. |
0-20 |
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Structure: Clear thesis statement and summary paragraph, complete paragraphs, clear and logical organization throughout, and moves fluidly between sections. Primarily student’s own words with quotes used very sparingly; includes several references to support conclusions. |
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Mechanics: Uses correct grammar, spelling, punctuation, and APA style with proper in-text citations, as well as a formal title and reference page. Free of typographical errors, double-spaced, and 4-6 pages in length (not including the cover page or reference page). |
Unit 6 Assignment Rubric
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Student clearly differentiates between quantitative and qualitative data collection approaches. Student explains in detail what each approach entails. |
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Student analyzes the major differences between quantitative and qualitative data collection approaches. Student describes two benefits and two limitations of each approach. |
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Student develops a research question that they could address using a qualitative approach. Student clearly explains what they would expect to learn about the topic using this approach. Student discusses two limitations to this approach in relation to understanding the research topic. |
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Student develops a research question that they could address using a quantitative approach. Student clearly explains what they would expect to learn about the topic using this approach. Student discusses two limitations to this approach in relation to understanding the research topic. |
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Mechanics: Uses correct grammar, spelling, punctuation, and APA style with proper in-text citations, as well as a formal title and reference page. Free of typographical errors, double-spaced, and 3-5 pages in length (not including the cover page or reference page). |
Unit 8 Assignment Rubric
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Student describes the major features of and the role of error in between-subjects designs, including single-factor randomized group designs, randomized multi-group designs, and matched-group designs. |
0-13 |
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Student describes major features of and the role of error in within-subjects design. Student explains when it would be appropriate to use a within-subjects design. |
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Student describes the major features of and the role of error in single-subject designs. |
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Student thoroughly summarizes the research topic and research question, methodology, including participants, measures, basic procedures, and major findings of the research study of their chosen journal article. |
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Student identifies the specific experimental design the researchers applied in the research study of their chosen journal article. |
Updated 3/3/2020
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