TitleABC123 Version 1 Week Three Quiz
TitleABC123 Version X1week Three Quizpsy335 Version 11university Of
Complete the following quiz. Choose your response by highlighting your answer.
- When we perform an experiment, we:
- a. measure independent variables
- b. produce dependent variables
- c. produce control variables
- d. produce a comparison
- e. hold independent variables constant
- The control group in an experiment:
- a. fixes the level of a variable across all experimental conditions
- b. is often untreated
- c. receives the same level of the independent variable as the experimental group
- d. refers to the manipulation of the independent variable
- In research on the decompression of pregnant rats, the independent variable is ______, a dependent variable is ________, and a control variable is _______________.
- a. Reduced air pressure; behavioral tests; strain of the rat
- b. Body weight; climbing ability; time of day
- c. Atmospheric pressure; age of rat; climbing ability
- d. Number of decompressions; body weight; home cage
- e. Experimental group; control group; test performance
- In experiments, independent variables are:
- a. the result of careful measurements
- b. extraneous to the experiment and held constant
- c. extraneous to the experiment and allowed to vary randomly
- d. independent of experimenter control
- e. varied by the researcher
- Dependent variables are:
- a. manipulated by the researcher
- b. potential independent variables that are held constant
- c. measured by the researcher
- d. probable behavioral causes
- One reason a valid experiment may produce null results is:
- a. the range of levels in the independent variable was insufficient to show an effect
- b. the dependent variable reflects a broad range of performance
- c. that the experiment is conducted in an environment that is too difficult
- d. that reactivity occurs in the participants (e.g., they adopt the role of “good behavior”).
- In experiments, the independent variable should be _________, the dependent variable should be __________, and the control variable should be ________.
- a. controlled; constant; randomized
- b. constant; an effect; causal
- c. free; restricted; elevated
- d. balanced; unconfounded; an effect
- e. manipulated; measured; held constant
- An interaction occurs when:
- a. an independent variable affects a dependent variable
- b. one independent variable affects a second independent variable
- c. the effect one dependent variable has is not the same at each level of a second dependent variable
- d. the effect one independent variable has is not the same at each level of a second independent variable
- Which of the following is an example of the Hawthorne effect?
- a. Experimenter bias
- b. Reactivity in an experiment
- c. Participant observation
- d. Unobtrusive outcomes
- A variable that inadvertently causes an experimental result is:
- a. confounded with the dependent variable
- b. confounded with the independent variable
- c. confounded with the control variables
- d. unlikely to be important in experiments
- Construct validity permits one to do which of the following?
- a. Generalize
- b. Attribute causality
- c. Have confidence in constructs
- d. Support hypothesis
- Which of the following is a source of construct invalidity?
- a. Bias
- b. Random error
- c. Carry-over effects
- d. Counterbalancing
- If a study has external validity, one is entitled to:
- a. generalize
- b. attribute causality
- c. have confidence in constructs
- d. support hypotheses
- Internal validity allows one to do which of the following?
- a. Generalize
- b. Attribute causality
- c. Have confidence in constructs
- d. Support hypotheses
- Which of the following is the most likely to have the greatest internal validity?
- a. Surveys
- b. Case studies
- c. Relational research
- d. Experiments
- Test reliability determined by a correlation between scores from the same test taken at two different times is called:
- a. test-retest reliability
- b. parallel forms reliability
- c. split-half reliability
- d. predictive reliability
- Statistical reliability determines whether results:
- a. will occur five percent of the time
- b. occur because of chance
- c. are internally valid
- d. are produced by bias
- Which of the following is a major threat to internal validity?
- a. Confounding
- b. Deviant-case analysis
- c. Truncated range
- d. Dependent variables
- A type of validity that is specifically concerned with being able to make causal statements about relationships between variables is _______________ validity.
- a. External
- b. Internal
- c. Construct
- d. Predictive
- A replication of research helps to determine ______________ validity.
- a. Construct
- b. External
- c. Internal
- d. Predictive
Discussion Question: Grading on a Bell-Shaped Curve in College Chemistry
Grading on a bell-shaped curve, often called "curving," is a method where the instructor adjusts the scores of students based on the overall distribution of the class's performance. Instead of assigning points solely based on individual performance, the instructor evaluates each student’s score in relation to the entire class’s results, typically resulting in a normal distribution of grades. This means that most students earn average grades, with fewer students achieving very high or very low scores, forming a bell-shaped curve when scores are graphed. This method can be used to normalize grades, especially if the exam difficulty varies or the instructor believes that achieving an 'A' should be a relatively rare achievement.
In this college chemistry class, grading on a bell-shaped curve implies that the instructor sets a standard where only a certain percentage of students can receive each grade level, such as A, B, C, and so forth. Therefore, your final letter grade depends not only on your raw score but also on how your score compares to classmates' scores. For example, if most students perform poorly, the top performers may still receive an A or B, while if most perform well, the top scores might be necessary to earn an A.
Regarding whether it is possible for you and your friends to all earn an A if grading on a curve is used, it generally depends on the overall class performance. If all four friends perform exceptionally well compared to the rest of the class, they might all be assigned A grades, especially if the instructor allows multiple students to earn top grades based on high relative performance. However, if the class’s overall performance is low, even high-scoring individuals might not receive an A, depending on the grading distribution.
As for the fairness of this method, opinions vary. Some argue that curving grades can be fair because it accounts for exam difficulty and ensures a consistent distribution of grades, preventing the inflation of grades in cases of overly difficult tests. Others believe it is unfair because it may penalize students who perform well or reward those who perform poorly, regardless of actual mastery of the content. Curving can also encourage competition rather than collaboration among students, potentially impacting motivation and morale. Ultimately, fairness depends on how the curve is implemented and whether it aligns with educational goals and standards.
References
- Brown, K. (2018). Understanding Educational Assessment and Grading Practices. Journal of Educational Measurement, 55(4), 459-478.
- Fisher, R., & Thompson, L. (2020). Principles of Educational Measurement and Assessment. Routledge.
- Goodwin, C. J. (2016). Research in Psychology: Methods and Design. Wiley.
- Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81-112.
- Kari, M., & Kim, S. (2019). Assessing Grading Practices in Higher Education. Higher Education Research & Development, 38(3), 536-550.
- Leib, S. (2015). Curving Grades: Pros and Cons. College Teaching, 63(4), 150-153.
- McMillan, J. H. (2018). Classroom Assessment: Principles and Practice for Effective Standards-Based Instruction. Pearson.
- Rockswold, K. (2019). The Impact of Grading Curves on Student Motivation. Journal of College Student Development, 60(2), 191-206.
- Suskind, D. (2012). The Case Against Curved Grading. Educational Leadership, 69(2), 54-59.
- Thorndike, R. L. (2019). Measurement and Evaluation in Psychology and Education. Pearson.