Solving Open-Ended Questions

Forty items were generated for each test. These were then input into the online survey software, Qualtrics, and the answers were coded. For the knowledge portion, AZA Knowledge Quiz, participants were told to rate statements as either true or false. For the self-report portion, participants were told to rate

Sample Question 1: In some works of literature the insanity (or a period of insanity) of a main character plays a central role. Choose a novel or play of literary merit and write an essay in which you discuss the mental illness of a central character and the specific ways in which that character’s illness relates to the larger themes of the work. Avoid plot summary.

The gosling has the option to either approach the caged duck or the caged goose. The short summary concluded with two possible outcomes of the gosling approaching the caged duck or the caged goose. The second condition is the Hindsight A, which consist of the same short summary the foresight condition had, but in this condition there was one outcome of the gosling approaching the caged goosed. The third and final condition in this study is the Hindsight B, is also similar to Foresight and Hindsight A conditions; however, the Hindsight B condition had a different outcome, particularly to the outcome of Hindsight A. The outcome of the summary from Hindsight B stated that the gosling approached the caged duck instead of the caged goose. After the participants read the summary from the conditions they were assigned to, next they have to answer a series of questions about the survey they had just read. The surveys has four Likert-type questions regarding the short summary and it will also differ depending on the conditions the participants

Open-ended questions: “Tell me about your experience with basketball and your relationship with your teammates?” – these open-ended questions give me more information about the situation and allow me to dig deeper to get evoke more in my client, which will hopefully motivate them, or consider, giving up this bad habit that had gotten her in lots of trouble.

Assessment is an imperative part of the learning process. According to Stiggins and Chappuis (2012), “Assessment is, in part, the process of gathering evidence of student learning to inform instructional decisions. This process can be done well or poorly.” To learn more about assessment I sat down for a one on one interview with Jim Libretti. Coach Libretti is the head coach of the freshman football team at Paradise Valley High School. Also, he is a math teacher.

The post-training survey consisted of 11 rating questions and two open-ended questions, and was administered via an emailed link to Survey Monkey at the conclusion of the training session. Participants were asked to select one of five possible responses from Strongly Agree to Strongly Disagree for each of the first 11 questions, and had the option to write in free-text answers to the final two questions. The survey was sent out after each of the half-day regional classroom training sessions on September 20 and September 21, 2016.

When multiple people are given assessments of some kind or are the subjects of some test, then similar people under the same circumstances should lead to scores that are similar or duplicates ("Types Of Reliability", 2011). This is the idea of inter-rater reliability. Another mode of reliability is the administration of the same test among different participants and expecting the same or similar results ("Types Of Reliability", 2011). This is known as Test-retest reliability. This method of measurement might be used to make determinations about the effectiveness of a school exam or personality test ("Types Of Reliability", 2011). Surveys and other methods of research present the appropriate avenues for data collection.

The students could rate their current mood on a scale from zero to seven. The higher the

The participants were asked to complete a survey. The first step was for the participants to read and understand the information regarding the rules of the survey before they began. After reading and complying with the rules, the participants had a choice to continue with the survey or opt out. The volunteers, were then presented with the newly created measure of fifteen questions regarding their level of anger. Following that were two other measures rating their level of aggression. All the questions were presented for each measure at a time. The participants needed to complete a measure before going to the next one. When the participants completed the final measure, the survey asked the participants to respond to two questions with a short response. When they finished, participants were asked to identify their demographics by answering the demographics questions. A total of 64 questions (including the three measures, two short response and demographics) were given to the participants taking roughly ten minutes to complete. The participants completed the survey online at their own pace without any supervision.

3.3 Sampling Procedure 29 3.4 Source of Data 29 3.5 Data Collection 30 Chapter 4 DATA ANALYSIS 31 4.1 Introduction 31 4.2 Descriptive Analysis 34 4.3 Measure of Reliability 35 4.3.1 Testing the Reliability of Scales Used 35 4.4 Correlation Analysis 35 4.4.1

Often, high stakes decisions are made from the data reported from observations, especially when deciding whether a student qualifies for special education. Floman, Hagelskamp, Bracket, and Rivers (2017) conducted a study to compare the impact of emotions on the observational raters while observing a classroom. The study was completed in two parts over a two-year period. During the first study, classroom observations were videotaped and analyzed from 2,637 individual assessments from fifth- and sixth grade classrooms. Sixteen raters were then chosen, and trained to assess the videos. Over a 10-week period, raters were given a survey to determine their current state of positive and negative emotions before they assessed the videos. The

Multiple-choice questionnaires were used for Experiment 1 to identify false answers. Experiment 2 was partially done online, which allowed the stu8dents to make choices without direct contact with the authors of the study.

From a trial run of surveys, it was determined that my initial survey questions was hard to understand by some participants. It contained many scientific words and the participants lacked the scientific knowledge to comprehend. To resolve this issue and gain the best possible results, some words were altered to maximise the ease of understanding of the questions.

The objective of this chapter is to describe the procedures used in the analysis of the data and present the main findings. It also presents the different tests performed to help choose the appropriate model for the study. The chapter concludes by providing thorough statistical interpretation of the findings.

The previous chapter focused on the identification and discussion of the theoretical framework, related theories and the theoretical assertions of previous studies. This chapter identifies the methods, design, instrumentation and analytical tools. The content of the chapter aims at the identification of appropriate and suitable methods and the adoption of such within the confines of a systematic design which clearly stipulates population and sampling procedures; data collection instruments with regards to variable measurement and operational definitions, instrument reliability and validity as well as descriptive and inferential statistical tools (Sekaran, 2003; Sarantakos, 2005).