Assignment 1 Grading Criteria And Response Criteria
Assignment 1 Grading Criteriamaximum Pointsresponse Criteriapresented
Present a clear and supported response critiquing the different types of questions used. Submit on time and use vocabulary relevant to the current module's topics. Participate in the discussion with two other classmates by asking a question, providing a statement of clarification, providing a point of view with rationale, challenging a point of discussion, or making a relationship between one or more points of the discussion. Justify ideas and responses by using appropriate examples and references from texts, Web sites, and other references or personal experience. Write in a clear, concise, and organized manner; demonstrate ethical scholarship in accurate representation and attribution of sources, and display accurate spelling, grammar, and punctuation.
Total: 28
Paper For Above instruction
The task entails a comprehensive critique of the various types of questions used in surveys or research instruments, emphasizing clarity, support, and relevance to the current module's topics. Additionally, active participation in class discussions with meaningful contributions is required, alongside proper citation and ethical scholarly practices. This essay will systematically analyze different question types, evaluate their effectiveness, and explore best practices in constructing survey questions, while emphasizing the importance of timely submission and clear communication.
Introduction
In the realm of research methodology, question formulation is a cornerstone for collecting valid and reliable data. The types of questions—open-ended, closed-ended, Likert scale, and demographic questions—each serve unique purposes and influence the quality of information gathered. Critiquing these question types involves assessing their ability to elicit accurate responses, their clarity, and their relevance to research objectives. Alongside this, active participation in collaborative discussions enhances the learning experience and fosters critical thinking about research design principles.
Critique of Question Types
Open-ended questions offer respondents the freedom to express their thoughts in their own words, providing rich qualitative data. However, they present challenges in analysis and can lead to ambiguous responses that require careful interpretation (Creswell, 2014). Closed-ended questions, such as multiple-choice or dichotomous questions, facilitate straightforward analysis but may limit respondents’ ability to fully express their perspectives (Fink, 2013). Likert scale questions are effective in measuring attitudes and opinions but may suffer from central tendency bias or acquiescence bias if not carefully constructed (Likert, 1932). Demographic questions are essential for contextual analysis but should be framed with sensitivity to privacy concerns (Bradburn, Sudman, & Wansink, 2004).
In critiquing these question types, it is crucial to consider clarity in wording, relevance to research aims, and the potential for bias. For example, leading questions or ambiguous phrasing can distort responses, thereby compromising data integrity. Therefore, employing pilot testing and cognitive interviewing can help refine question clarity and effectiveness (Willis, 2005).
Discussion Participation and Ethical Scholarship
Active engagement in class discussions enhances understanding and provides diverse perspectives on research design. Asking questions, providing clarifications, and sharing viewpoints supported by rationale demonstrate critical engagement and promote collaborative learning (Anderson & Krathwohl, 2001). Ethical scholarship in academia necessitates the proper attribution of sources, accurate representation of ideas, and avoidance of plagiarism, all of which uphold scholarly integrity (American Psychological Association, 2020).
Conclusion
Constructing effective survey questions and actively participating in scholarly discussions are integral to sound research practices. Critical evaluation of question types aids in designing instruments that yield meaningful data, while ethical scholarship ensures the credibility and reproducibility of research findings. Timely submission and clear communication further contribute to the integrity and professionalism of scholarly work.
References
- American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.).
- Bradburn, N. M., Sudman, S., & Wansink, B. (2004). Asking questions: The definitive guide to questionnaire design -- for market research, political polls, and social and health questionnaires. Jossey-Bass.
- Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
- Fink, A. (2013). How to conduct surveys: A step-by-step guide. Sage Publications.
- Likert, R. (1932). A technique for the measurement of attitudes. Archives of Psychology, 22(140), 1-55.
- Willis, G. B. (2005). Cognitive interviewing: A tool for improving questionnaire design. Sage Publications.
- Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Longman.