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Scales: Semantic Differential Scale Summated Rating Scale
- 2. Setting Rules Nocross talks Cell phone on silent Hand raise if any question
- 3. Scales Dr. Sindhu Almas LecturerCommunity Medicine Department, LUMHS Jamshoro.
- 4. Learning Objectives Atthe end of lecture students will be able to understandable: Semantic Differential Scale Summated Rating Scale Anecdotal Record Attitude Scales Measurements Direction Degree Intensity Critical Incident Technique
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- 6. Semantic differentialscale or the S.D. scale developed by Charles E. Osgood, G.J. Suci and P .H. Tannenbaum (1957), is an attempt to measure the psychological meanings of an object to an individual. This scale is based on the presumption that an object can have different dimensions of connotative meanings which can be located in multidimensional property space, or what can be called the semantic space in the context of S.D. scale.
- 7. This scaling consistsof a set of bipolar rating scales, usually of 7 points, by which one or more respondents rate one or more concepts on each scale item.
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- 10. Introduction The summatedrating scale is one of the most frequently used tools in the social sciences. Its invention is attributed to Rensis Likert (1932), who described this technique for the assessment of attitudes. These scales are widely used across the social sciences to measure not only attitudes, but opinions, personalities, and descriptions of people's lives and environments as well.
- 11. Scales presently existthat measure emotional states (e.g., anger, anxiety, and depression), personal needs (e.g., achievement, autonomy, and power), personality (e.g., locus of control and introversion), and description of jobs (e.g., role ambiguity and workload). These are but a few of the hundreds of variables for which scales have been developed. For many variables several scales exist, some of which were created for specialized purposes.
- 12. There arefour characteristics that make a scale a summated rating scale. First, a scale must contain multiple items. The use of summated in the name implies that multiple items will be combined or summed. Second, each individual item must measure something that has an underlying, quantitative measurement continuum. In other words, it measures a property of something that can vary quantitatively rather than qualitatively. An attitude, for example, can vary from being very favorable.
- 13. Third, each itemhas no "right" answer, which makes the summated rating scale different from a multiple-choice test. Thus summated rating scales cannot be used to test for knowledge or ability. Finally, each item in a scale is a statement, and respondents are asked to give ratings about each statement. This involves asking subjects to indicate which of several response choices best reflects their response to the item. Most summated rating scales offer between four and seven response choices.
- 14. Table 1.1contains the Work Locus of Control Scale (WLCS; Spector, 1988) as an example of a summated rating scale. The WLCS is a 16 item, 6 response choice, agreement scale. There are three things to note about the scale. First, at the top is the key containing the six response choices, ordered from greatest disagreement to greatest agreement. The greatest disagreement, disagree very much, is given the lowest value of 1. The greatest agreement, agree very much, is given the highest value of 6. Below the key are the statements or item stems for which respondents will indicate their level of agreement. To the right of each stem are all six possible responses. Respondents circle one response for each item.
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- 18. An anecdotal recordis an observation that is written like a short story. They are descriptions of incidents or events that are important to the person observing. Anecdotal records are short, objective and as accurate as possible
- 19. Definition Anecdotal records isa record of some significant item of conduct, a record of an episode in the life of students, a word picture of the student in action, a word snapshot at the moment of the incident, any narration of events in which may be significant about his personality. Randall.
- 20. Meaning Informal device usedby the teacher to record behavior of students as observed by him from time to time. It provides a lasting record of behavior which may be useful later in contributing to a judgment about a student.
- 21. Characteristics Of Anecdotal Records Anecdotal records must possess certain characteristics as given below- They should contain a factual descriptions of what happened, when it happened, and under what circumstances the behavior occurred. The interpretations and recommended action should be noted separately from the description. Each anecdotal record should contain a record of a single incident.
- 22. Cont. The incident recordedshould be that is considered to be significant to the students growth and development of example. Simple reports of behavior Result of direct observation. Accurate and specific Gives context of child's behavior Records typical or unusual behaviors
- 24. Purpose To furnishthe multiplicity of evidence needed for good cumulative record. To substitute for vague generalizations about students specific exact description of behavior. To stimulate teachers to look for information i.e. pertinent in helping each student realize good self- adjustment. To understand individual’s basic personality pattern and his reactions in different situations.
- 25. Cont. The teacheris able to understand her pupil in a realistic manner. It provides an opportunity for healthy pupil- teacher relationship. It can be maintained in the areas of behavior that cannot be evaluated by other systematic method. Helps the students to improve their behavior, as it is a direct feedback of an entire observed incident, the student can analyze his behavior better. Can be used by students for self-appraisal and peer assessment.
- 26. Advantages Of Anecdotal Records Supplementsand validates of other structured instruments. Provision of insight into total behavioral incidents. Needs no special training. Use of formative feedback.
- 27. Cont. Economical and easyto develop. Open ended and can catch unexpected events. Can select behaviors' or events of interest and ignore others, or can sample a wide range of behaviors' (different times, environments and people).
- 28. Disadvantages Of Anecdotal Records Ifcarelessly recorded, the purpose will not be fulfilled. Only records events of interest to the person doing the observing. Quality of the record depends on the memory of the person doing the observing. Incidents can be taken out of context.
- 29. Cont. Subjectivity. Lack of standardization. Difficultyin scoring. Time consuming. May miss out on recording specific types of behavior. Limited application.
- 30. Uses Of AnecdotalRecords Record unusual events, such as accidents. Record children's behavior, skills and interests for planning purposes. Record how an individual is progressing in a specific area of development. It provides a means of communication between the members of the health care team and facilitates coordinated planning and continuity of care. It acts as a medium for data exchange between the health care team. Clear, complete, accurate and factual documentation provides a reliable, permanent record of patient care.
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- 33. The wordattitude has been derived from Latin word ‘Aptus’. Which means ability. Attitude is an established way of thinking or feeling reflected in a person’s behavior towards others. It is a tendency to respond positively or negatively towards a certain idea, object, person or situation. In influences a person’s choices of action. It is what a person believes in or what a person feels.
- 34. It hasthree components:- Affective component:- The feelings or emotions towards objects. Ex- I am scared of spiders. Behavioral component:- the way the attitude we have influences how we act or behave. Ex- I will avoid and scream if i see one. Cognitive component:- This involves a person’s belief / / knowledge about an attitude object. Ex- I believe spiders are dangerous. This model is also known as model of attitude.
- 35. Scale The word ‘scale’come from the Latin word scala, meaning a ladder or flight of steps, a scale represents a series of ordered steps at fixed intervals used as a standard of measurement. An attitude scale is a special type of questionnaire designed to produce scores indicating the intensity and direction (for or against) of a person’s feelings about an object or event.
- 36. An attitude scale,is a tool prepared for the purpose of measuring people's attitude to an issue is called attitude scale. An attitude scale is designed to provide a valid, or accurate measure of an individual’s social attitude.
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- 38. Direction It is apositive or negative feeling about something . It is an important aspect of attitude. Ex- I like horses. (Positive direction). I don’t like horses (Negative direction.)
- 39. It describesthe amount of liking or disliking attached to an attitude. Students may have different degrees of liking, which can be measured from a moderate to strong to very strong. The idea of degree can be applied to the negative feelings towards an object also.
- 40. It showsstrength of feeling. At a high degree of intensity, some given kind of behavior is motivated. Also the comparison of strength of one attitude to another may determine which one becomes the basis of action. Ex – I am crazy about horses. This example shows high intensity of attitude.
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- 43. Critical Incident Technique Originatesfrom the 1950’s (John Flanagan) Is a learning/teaching method Is a research data collection method
- 44. CRITICAL INCIDENT ANALYSISRECORD SHEET (for EU/Canada exchange students) Sit down at least three times during your exchange trip and choose one critical incident that has taken place recently and explore it in detail. Critical incidents are brief descriptions written by learners about meaningful events in their lives (Brookfeld 1990). Any experience you encounter during your exchange trip may be a critical incident and therefore a situation you can reflect upon. In the other words: incidents happen but a critical incident is produced by the way you look at a situation; a critical incident is your interpretation of the significance of the event. Here are some key steps for organising you’re reflecting and writing.
- 45. 1 Identify theevent or occurrence with as much specificity as possible - the problem to be solved, issues involved, etc. You may not have precise ideas on this when you start writing. Just start writing. 2 Describe the relevant details and circumstances surrounding the event so that you and the tutor who reads your entry will understand what happened. What? When? How? Why? Where? 3 List the people involved, describe them and their relationship to you and to each other. 4 Describe your role in the situation - what you did, how you acted. 5 Analyse the incident. How well or badly did you understand the situation? How did you handle it? What would you do differently the next time? Why? 6 Analyse this incident in terms of its impact on you and explain why you view it as critical in relation to rural inequalities in health or a specific area of the Ottawa Charter. How does it relate to your particular objective(s)? What have you learned from the experience? How has your perspective on your own role and that of others been changed and/or reinforced?
- 46. Can critical incidentsmethod be used in educating reflective practitioners in nursing? The method Supports learners’ critical thinking and experiential learning (Niemi 2003, Mikkonen 2005) Helps learners’ personal (Silkelä 2001; Merikivi 2003) and professional development (Turunen 2002) Assists learners integration of nursing theory into practice (Koskinen, Jokinen & Mikkonen 2007) Improves learners’ reflection skills (Koskinen et al 2007)
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