Inquiry forms questionnaire, opinionnaire, attitude scale, checklist, rating scale, score-card & schedule.

The tools of research in education can be classified broadly into the following categories:
A. Psychological Tests
Achievement Test
Aptitude Test
Intelligence Test
Creativity Tests
Interest inventory
Behavioral Procedures
Neuropsychological Tests
Personality measures etc.
B. Inquiry forms
Questionnaire
Checklist
Score-card
Schedule
Rating Scale
Opinionnaire
Attitude Scale
C. Observation
D. Interview
E. Sociometric Techniques.

1. Inquiry Forms:
Questionnaire
Opinionnaire
Attitude Scale
Checklist
Rating Scale
Score-card
Schedule
Presented By
Dr G R Angadi
Associate Professor, School of Education,
Central University of Gujarat, Gandhinagar-382030
Email: [email protected]/ [email protected]

2. Questionnaire
Listofaresearchorsurveyquestionsaskedto
respondents,anddesignedtoextractspecific
informationfromtherespondentsiscalledas
Questionnaire.Itservesfourbasicpurposes:
•Collecttheappropriatedata
•Makedatacomparableandamenableto
analysis
•Minimizebiasinformulatingandasking
question.

3. Steps in Questionnaire Construction
1.Preparation
2.Constructing the first draft
3.Self-evaluation
4.External evaluation
5.Revision
6.Pre-test or Pilot study
7.Revision
8.Second Pre-test if necessary
9.Preparing final Copy

4. Sample Questionnaire
Questionnaire on Teacher Effectiveness
Questionnaire -Teacher Training Institutions

5. Advantages of Questionnaire
1.Allowsawiderrangeanddistributionofthesample
thantheinterviewmethod
2.Providesgreateraccesstomoreeducated
respondentsandtopersonsinhigherincome
brackets
3.Providesanopportunityforrespondentstogive
frank.Anonymousanswers
4.Allowsgreatereconomyofeffort(i.e..asingle
instrument.duplicatedanddistributedtonumerous
respondents.canproducealargeamountofdata)

6. Advantages of Questionnaire
5.Canbeconstructedsothatquantitativedataarerelatively
easytocollectandanalyze
6.Canbedesignedtogatherbackgroundinformationabout
respondentsaswellasoriginalhard-to-obtaindata
7.facilitatesthecollectionoflargeamountofdatainashort
periodoftime

7. 8.Allowsthecorrectionsinexploratorystudies,of
insightfulinformationaboutarelativelyunexplored
problemareaorsubject.
9.Canbecompletedattheleisureofrespondents-within
timelimitssetbythesurveyor-withoutimposingon
researchsubjects
10.Becauseofitsfixedformat,helpstoeliminate
variationinthequestioningprocess

8. Disadvantages of the Questionnaire
1.Precludespersonalcontactwithrespondents,perhaps
causingtheinvestigatortogaininsufficientknowledge
aboutparticipantsinastudy.
2.Doesnotallowrespondentstoqualifyambiguous
questions

9. Disadvantages of the Questionnaire
3.Ifthepreparedinstrumentdoesnotarouserespondent
emotions(i.e.,whenthequestionnaireistooimpersonal)
validresponsesmightnotbeelicited.
4.Poorlywordedordirectquestionsmightarouse
antagonismorinhibitionsonthepartofrespondents

10. Disadvantages of the Questionnaire
5.Difficultyinobtainingresponsesfromarepresentative
crosssectionofthetargetpopulation
6.Becauseopinionatedrespondentsmightbemorelikely
thanothersubjectstocompleteandreturnit,useofa
questionnairemightleadtononresponsebias

11. Types of Question
1.Factualquestionsnormallypertaintorespondents
ages,education,libraryexperience,memberships
inprofessionalorganizations,oranyother
pertinentpersonaldataneededinthestudy.
2.OpinionandAttitudeQuestion-Whenthe
purposeofasurveyistoobtaininformationabout
respondentsbeliefs.feelings,values,andrelated
concepts,opinionandattitudequestionscanbe
used

12. Types of Question
3.Informationquestion-Insometypesofsurvey
research,investigatorsmightattempttodetermine
howrespondentsknowaboutagiventopicandhow
orwhentheirresearchsubjectsgainedcertain
knowledge
4.Self–perceptionquestion–Thesequestionsis
abouttheself-perceptionsofrespondentsinagiven
topicorarea.

13. 5.Standardofactionquestion-Insometypesof
surveys,investigatorsmightattempttodetermine
howrespondentswillactincertaincircumstancesor
howsubjectsfeelaboutanewdevelopmentor
forthcomingevent.
6.Projectivequestions-Attimes,questionsareused
thatallowrespondentstoanswerinquiriesinan
indirectmannerbyimposingtheirpersonalfeelings,
attitudes,orbeliefsonanotherpersonorgroupof
persons.

14. Unstructured and Structured Questions
Questionscanalsobeclassified,onthebasisof
formandmethodofresponse,intotwomajor
categories:Unstructuredandstructured.
UnstructuredQuestion-allowrespondentsto
replyfreelywithouthavingtoselectoneofseveral
providedresponses
StructuredQuestion–Itspecifiestherespondents
answerinaseveralprovidedoptionsinaquestion.

15. Ways of Administering a Questionnaire
1.CollectiveAdministration-Oneofthebestwayof
administeringaquestionnaireistoobtainacaptive
audiencesuchasstudentsinclassroom,peopleattending
afunction
2.Administrationinapublicplaces-Sometimesyoucan
administeraquestionnaireinapublicplacesuchasa
shoppingCenter,healthcenter,hospital,schoolor
public,itisdependentuponthetypeofstudypopulation

16. Ways of Administering a Questionnaire
3.Themailedquestionnaire-Themostcommonapproachto
collectinginformationistosendthequestionnaireto
prospectiverespondentsbymail

17. OPINIONNAIRE
“Opinionpollingoropiniongaugingrepresents
asinglequestionapproach.Theanswersare
usuallyintheformof‘yes’or‘no’.An
undecidedcategoryisoftenincluded.
Sometimeslargenumberofresponse
alternativesifprovided.”
-Anna Anastusi

18. Construction and Standardization of Opinionnaire
Opinions towards Education
Stepsofconstructionandstandardizationof
opinionnaire…
Typeofopinionnaireandmethodofitsstandardization
Collectionofstatements
Corrections/Modificationsofstatements
Arrangementofstatements
Pre-piloting
PrimaryTryoutoftheopinionnaire
MethodofItemAnalysis
Itemanalysis

19. …
Selectionofstatements
Statementsselectionforfinalopinionnaire
Opinionsforopinionnairebeforetryout
Standardizationofopinionnaire
Conceptofreliability
Reliabilityofopinionnaire
Test-retestreliability
Split-halfmethod
Validityofopinionnaire
Selectionofappropriatecriteriaforderivingvalidity
Methodoffindingoutconcurrentvalidityof
opinionnaire
Finaltryoutofopinionnaire
Analysisoftheacquireddata

20. Thetermsopinionandattitudearenot
synonymous,throughsometimesweusedit
synonymously.Opinioniswhatapersonsays
oncertainaspectsoftheissueunder
considerations.Itisanoutwardexpressionof
anattitudeheldbyanindividual.Attitudesof
anindividualcanbeinferredorestimated
fromhisstatementsofopinions.

21. Anopinionnaireisdefinedasaspecialformof
inquiry.Itisusedbytheresearchertocollectthe
opinionsofasampleofpopulationoncertainfactsor
factorstheproblemunderinvestigation.These
opinionsondifferentfactsoftheproblemunderstudy
arefurtherquantified,analysedandinterpreted.

22. Purpose:
Opinionnaireareusuallyusedinresearchesofthe
descriptivetypewhichdemandssurveyofopinionsof
theconcernedindividuals.
Publicopinionresearchisanexampleofopinion
survey.
Opinionpollingenablestheresearchertoforecastthe
cominghappeningsinsuccessfulmanner.

23. Characteristics:
•Theopinionnairemakesuseofstatementsorquestionson
differentaspectsoftheproblemunderinvestigation.
•Responsesareexpectedeitheronthreepointorfivepoint
scales.
•Itusesfavourableorunfavourablestatements.
•Itmaybesub-dividedintosections.
•Thegallypollballotsgenerallymakeuseofquestionsinstead
ofstatements.
•Thepublicopinionpollsgenerallyrelyonpersonalcontacts
ratherthanmailballots.

24. SampleItemsinCareersOpinionnaire:
Directions:Readeachstatementanddecideifyoustronglyagree(SA),agree
(A),disagree(D),orstronglydisagree(SD).Ineachblank,markyouropinion.
1.____Ajobandacareerareverydifferentthings.
2.____Iknowhowtogetacareerinthefuture.
3.____IcurrentlyknowwhatIwanttobewhenIgrowup.
4.____Careersareeasytofind.
5.____Youhavetogotocollegetohaveacareer.
6.____Acareerisnecessaryforagoodlife.
7.____IthinkIwillkeepthesamecareerformywholelife.
8.____Iknowmyownstrengthsandweaknesses.
9.____Iknowhowtofindavailablejobs/careers.
10.____Ihavegoalsformylifebeyondschool.

25. Attitude Scale
Attitudescaleisaformofappraisal
procedureanditisalsooneoftheenquiry
term.Attitudescaleshavebeendesigned
tomeasureattitudeofasubjectofgroupof
subjectstowardsissues,thing,institutions
andgroupofpeoples.

26. …Attitude Scale
Thetermattitudeisdefinedinvarious
ways,thebehaviourwhichwedefineas
attitudinalorattitudeisacertain
observablesetorganismorrelative
tendencypreparatorytoandindicativeof
morecompleteadjustment.

27. …Attitude Scale
“Anattitudemaybedefinedasalearned
emotionalresponsesetfororagainstsomething”.
-Barr David Johnson
Anattitudeisspokenofasatendencyofanindividual
toreadinacertainwaytowardsaPhenomenon.
Itiswhatapersonfeelsorbelievesin.
Itistheinnerfeelingofanindividual.
Itmaybepositive,negativeorneutral.

28. …Attitude Scale
Opinionandattitudeareusedsometimesina
synonymousmannerbutthereisadifference
betweentwo.Anopinionmaynotleadtoanykind
ofactivityinaparticulardirection.Butanattitude
compelsonetoacteitherfavourablyor
unfavourablyaccordingtowhattheyperceiveto
becorrect.

29. …Attitude Scale
Wecanevaluateattitudethroughquestionnaire.
Butitisilladaptedforscalingaccuratelythe
intensityofanattitude.
Therefore,Attitudescaleisessentialasit
attemptstominimisethedifficultyofopinionnaire
andquestionnairebydefiningtheattitudeinterms
ofasingleattitudeobject.Allitems,therefore,may
beconstructedwithgraduationsoffavouror
disfavour.

30. Co-education
Religiouseducation
Corporalpunishment
Democracyinschools
Linguisticprejudices
Internationalco-operation
Homeworkburden
Baglessschool(Pre-Pri.)
Examinationsystem
ICTineducation
Communicationskill
Lifeskills
Fineart
Performingart
Careeretc.
…PurposeofAttitudeScale:Ineducationalresearch,
thesescalesareusedespeciallyforfindingtheattitudes
ofpersonsondifferentissueslike:

31. CharacteristicsofAttitudeScale:Attitudescale
shouldhavethefollowingcharacteristics.
Itprovidesforquantitativemeasureonaunidimensional
scaleofcontinuum.
Itusesstatementsfromtheextremepositivetoextreme
negativeposition.
Itgenerallyusesafivepointscaleaswehavediscussedin
ratingscale.
Itcouldbestandardisedandnormsareworkedout.
Itdisguisestheattitudeobjectratherthandirectlyasking
abouttheattitudeonthesubject.

32. ExamplesofSomeAttitudeScale:
Twopopularandusefulmethodsofmeasuring
attitudesindirectly,commonlyusedforresearch
purposesare:
ThurstoneTechniquesofscaledvalues.
Likert’smethodofsummatedratings.

33. ThurstoneTechnique
ThurstoneTechniqueisusedwhenattitudeis
acceptedasauni-dimensionallinearContinuum.The
procedureissimple.Alargenumberofstatementsof
variousshadesoffavourableandunfavourable
opiniononslipsofpaper,whichalargenumberof
judgesexercisingcompletedetachmentsortoutinto
elevenpliesrangingfromthemosthostilestatements
tothemostfavourableones.Theopinionsare
carefullywordedsoastobeclearandunequivocal.

34. …ThurstoneTechnique
Thejudgesareaskednotexpresstieropinionbuttosort
themattheirfacevalue.Theitemswhichbringoutamarked
disagreementbetweenthejudgesunassigningapositionare
discarded.Tabulationsaremadewhichindicatethenumberof
judgeswhoplacedeachitemineachcategory.Thenextstep
consistsofcalculatingcumulatedproportionsforeachitemand
ogivesareconstructed.Scalevaluesofeachitemarereadfrom
theogives,thevaluesofeachitembeingthatpointalongthe
baselineintermsofscalevalueunitsaboveandbelowwhich
50%ofthejudgesplacedtheitem.Itwe‘llbethemedianofthe
frequencydistributioninwhichthescorerangesfrom0/1to11

35. …ThurstoneTechnique
Therespondentistogivehisreactiontoeachstatement
byendorsingorrejectingit.Themedianvaluesofthe
statementsthathechecksestablisheshisscore,orquantifies
hisopinion.Hewinsascoreasanaverageofthesumofthe
valuesofthestatementsheendorse.
Thurstonetechniqueisalsoknownasthetechniqueequal
appearingintervals.

36. …ThurstoneTechnique
Therespondentistogivehisreactiontoeachstatement
byendorsingorrejectingit.Themedianvaluesofthe
statementsthathechecksestablisheshisscore,orquantifies
hisopinion.Hewinsascoreasanaverageofthesumofthe
valuesofthestatementsheendorse.
Thurstonetechniqueisalsoknownasthetechniqueequal
appearingintervals.

37. Thurstone Scaling

38. Thurstone Scaling -Methods
Equal-appearing intervals
Successive intervals
Paired comparison

39. Equal-Appearing Intervals
Work quickly and
effectively under
pressure
49
Organize the work when
directions are not
specific.
39
Decide how to manage
multiple tasks.
20
Manage resources effectively.
4
Start with a large set of items that you think all reflect the same
construct.
Work quickly and
effectively under
pressure
49
Organize the work when
directions are not
specific.
39
Decide how to manage
multiple tasks.
20
Manage resources effectively.
4
Work quickly and
effectively under
pressure
49
Organize the work when
directions are not
specific.
39
Decide how to manage
multiple tasks.
20
Manage resources effectively.
4
Work quickly and
effectively under
pressure
49
Organize the work when
directions are not
specific.
39
Decide how to manage
multiple tasks.
20
Manage resources effectively.
4
Work quickly and
effectively under
pressure
49
Organize the work when
directions are not
specific.
39
Decide how to manage
multiple tasks.
20
Manage resources effectively.
4
Work quickly and
effectively under
pressure
49
Organize the work when
directions are not
specific.
39
Decide how to manage
multiple tasks.
20
Manage resources effectively.
4
Work quickly and
effectively under
pressure
49
Organize the work when
directions are not
specific.
39
Decide how to manage
multiple tasks.
20
Manage resources effectively.
4
Work quickly and
effectively under
pressure
49
Organize the work when
directions are not
specific.
39
Decide how to manage
multiple tasks.
20
Manage resources effectively.
4
Work quickly and
effectively under
pressure
49
Organize the work when
directions are not
specific.
39
Decide how to manage
multiple tasks.
20
Manage resources effectively.
4
Work quickly and
effectively under
pressure
49
Organize the work when
directions are not
specific.
39
Decide how to manage
multiple tasks.
20
Manage resources effectively.
4
Work quickly and
effectively under
pressure
49
Organize the work when
directions are not
specific.
39
Decide how to manage
multiple tasks.
20
Manage resources effectively.
4

40. Equal-Appearing Intervals
Work quickly and
effectively under
pressure
49
Many judges individually sort these into 11 piles where:
1 = least favorable to the concept
11 = most favorable to the concept
1 2 3 4 5 6
7 8 9 10 11
Manage resources effectively.
4
Decide how to manage
multiple tasks.
20
Organize the work when
directions are not
specific.
39

41. Equal-Appearing Intervals
For each item, plot the distribution of pile numbers.

42. Equal-Appearing Intervals
For each item, plot the distribution of pile numbers.0
5
10
15
20
25
1234567891011

43. Equal-Appearing Intervals
For each item, plot the distribution of pile numbers.0
5
10
15
20
25
1234567891011
Get the median.

44. Equal-Appearing Intervals
For each item, plot the distribution of pile numbers.0
5
10
15
20
25
1234567891011
Get the median.
and interquartile range.

45. Equal-Appearing Intervals
Choose those items that are at equal intervals (from 1 to 11)
and that have the smallest interquartile range.
Work quickly and
effectively under
pressure
49
Manage resources effectively.
4
Decide how to manage
multiple tasks.
20
Organize the work when
directions are not
specific.
39
1 2 3 4 5 6 7 8 910 11
Work quickly and
effectively under
pressure
49
Manage resources effectively.
4
Decide how to manage
multiple tasks.
20
Organize the work when
directions are not
specific.
39
Organize the work when
directions are not
specific.
39

47. TheLikertscaleusesitemswordedforor
againsttheproposition,withfivepointrating
responseindicatingthestrengthofthe
respondent’sapprovalordisapprovalofthe
statement.
Likert Scale

48. Thismethodremovesthenecessityof
submittingitemstothejudgesforworkingout
scaledvaluesforeachitem.
Ityieldsscoresverysimilartothoseobtained
fromtheThurstonescale.
ItisanimportantovertheThurstonemethod.
…Likert Scale

49. Thefirststepisthecollectionofseveralstatementsaboutthe
subjectinquestion.Statementsmayormaynotbecorrect,but
theymustberepresentativeofopinionheldbyasubstantial
numberofpeople.Theymustexpressdefinitefavorablenessor
unfavourablenesstoaparticularpointofview.
Thenumberoffavourableandunfavourablestatementsshould
beapproximatelyequal.
Atrialtestmaybeadministeredtoanumberofsubjects.
Onlythoseitemsthatcorrelatewiththetotaltestshouldbe
retained.
…Likert Scale

50. TheLikertscallingtechniquesassignsascalevaluetoeachof
thefiveresponses.
Allfavourablestatementsarescoredfrommaximumto
minimumie.fromascoreof5toascoreofoneor5for
stronglyagreeandsoon1forstronglydisagree.
Thenegativestatementorstatementapposingtheproposition
wouldbescoredintheoppositeorderie.fromascoreof1to
ascoreof5or1forstronglyagreeandsoon5forstrongly
disagree.
…Likert Scale

51. Thetotalofthesescoresonalltheitemsmeasuresa
respondent’sfavourablenesstowardsthesubjectin
question.Itascaleconsistsof30items,Say,thefollowing
scorevalueswillbeofinterest.
30X5=150 Mostfavourableresponsepossible
30X3=90 Aneutralattitude
30X1=30 Mostunfavourableattitude
Itisthusknownasamethodofsummatedratings.
Thesummed-upscoreofanyindividualwouldfall
between30and150.
Scoresabove50willindicateafavourableandscores
belowgoanunfavourableattitude.
…Likert Scale

52. Thetotalofthesescoresonalltheitemsmeasuresa
respondent’sfavourablenesstowardsthesubjectin
question.Itascaleconsistsof30items,Say,thefollowing
scorevalueswillbeofinterest.
30X5=150 Mostfavourableresponsepossible
30X3=90 Aneutralattitude
30X1=30 Mostunfavourableattitude
Itisthusknownasamethodofsummatedratings.
Thesummed-upscoreofanyindividualwouldfall
between30and150.
Scoresabove50willindicateafavourableandscores
belowgoanunfavourableattitude.
…Likert Scale

53. Likert Scaling
Work quickly and
effectively under
pressure
49
Organize the work when
directions are not
specific.
39
Decide how to manage
multiple tasks.
20
Manage resources effectively.
4
Start with a large set of itemsthat you think all
reflect the same construct.
Work quickly and
effectively under
pressure
49
Organize the work when
directions are not
specific.
39
Decide how to manage
multiple tasks.
20
Manage resources effectively.
4
Work quickly and
effectively under
pressure
49
Organize the work when
directions are not
specific.
39
Decide how to manage
multiple tasks.
20
Manage resources effectively.
4
Work quickly and
effectively under
pressure
49
Organize the work when
directions are not
specific.
39
Decide how to manage
multiple tasks.
20
Manage resources effectively.
4
Work quickly and
effectively under
pressure
49
Organize the work when
directions are not
specific.
39
Decide how to manage
multiple tasks.
20
Manage resources effectively.
4
Work quickly and
effectively under
pressure
49
Organize the work when
directions are not
specific.
39
Decide how to manage
multiple tasks.
20
Manage resources effectively.
4
Work quickly and
effectively under
pressure
49
Organize the work when
directions are not
specific.
39
Decide how to manage
multiple tasks.
20
Manage resources effectively.
4
Work quickly and
effectively under
pressure
49
Organize the work when
directions are not
specific.
39
Decide how to manage
multiple tasks.
20
Manage resources effectively.
4
Work quickly and
effectively under
pressure
49
Organize the work when
directions are not
specific.
39
Decide how to manage
multiple tasks.
20
Manage resources effectively.
4
Work quickly and
effectively under
pressure
49
Organize the work when
directions are not
specific.
39
Decide how to manage
multiple tasks.
20
Manage resources effectively.
4
Work quickly and
effectively under
pressure
49
Organize the work when
directions are not
specific.
39
Decide how to manage
multiple tasks.
20
Manage resources effectively.
4

54. Likert Scaling
A groupof judges rates each item on a
scale where:
1=strongly disagree
2=disagree
3=undecided
4=agree
5=strongly agree

55. Deciding Which Items to Select
Throw out items that have a low
correlation with the total (summed)
score across all items.
Foreachitem,gettheaverage
ratingforthetopquarterofjudges
andthebottomquarter.
Do t-test; higher t-values mean the
items are better discriminators, so
keep them.
Item-total
correlations
Internal
consistency

56. How Does Respondent Use?
Gives a 1-to-5 (or sometimes a 0-to-4) ratingfor
each item on the scale.
Sumthese across all items.
This is why this is sometimes called a “summated”
scale.
don’t forget to reverse any reversal items.

57. LimitationsofAttitudeScale
Intheattitudescalethefollowinglimitationsmayoccur:
Anindividualmayexpresssociallyacceptableopinionconceal
hisrealattitude.
Anindividualmaynotbeagoodjudgeofhimselfandmaynot
beclearlyawareofhisrealattitude.
Hemaynothavebeencontrolledwitharealsituationto
discoverwhathisrealattitudetowardsaspecificphenomenon
was.
Thereisnobasisforbelievingthatthefivepositionsindicated
intheLikert‘sscaleareequallyspaced.
Itisunlikelythatthestatementsareofequalvalueinforness
oragainstness.

58. …LimitationsofAttitudeScale
Itisdoubtfulwhetherequalscoresobtainedbyseveral
individualswouldindicateequalfavourablenesstowardsagain
position.
Itisunlikelythatrespondentcanvalidityreacttoashort
statementonaprintedformintheabsenceofreallike
qualifyingSituation.
Inspriteofanonymityofresponse,Individualstendtorespond
accordingtowhattheyshouldfeelratherthanwhattheyreally
feel.
However,untilmoreprecisemeasuresaredeveloped,attitude
scaleremainsthebestdeviceforthepurposeofmeasuring
attitudesandbeliefsinsocialresearch.

59. Checklist
Achecklistisatypeofinformationaljobaidused
toreducefailurebycompensatingforpotential
limitsofhumanmemoryandattention.Ithelpsto
ensureconsistingandcompletenessincarryingout
atask.Abasicexampleistodolist.Amore
advancedchecklistwhichlaysouttaskstobedone
accordingtotimeofadayorotherfactors.
Thechecklistconsistsofalistofitemswitha
placetocheck,ortomark‘yes’or‘no’.

60. Purpose of the Checklist
Themainpurposeofchecklististocallattentionto
variousaspectsofanobjectorsituation,toseethat
nothingofimportanceisoverlooked.
ForExample,ifyouhavetogoforoutingforaweek,
youhavetolistwhatthingsyouhavetotakewithyou.
Beforeleavinghome,ifyouwillcheckyourbaggage
withtheleasttherewillbelesschanceofforgettingto
takeanyimportantthings,liketoothbrushetc.it
ensuresthecompletenessofdetailsofthedata.
Responsestothechecklistitemsarelargelyamatterof
fact,notofjudgment.Itisanimportanttoolin
gatheringfactsforeducationalsurveys.

61. Uses of the Checklist
Checklistsareusedforvariouspurposes.Aswehave
discussedthatwecancheckourrequirementsforjourney,
Birthdaylist,proformaforpass-port,submittingexamination
formoradmissionformetc.ineverycase,itwewillcheck
beforedoingthework,thenthereislesschanceofoverlooking
any,importantthings.

62. …Uses of the Checklist
Asitisusefulinoverdailylife,itisalsousefulin
educationalfieldinthefollowingway.
Tocollectfactsforeducationalsurveys.
Torecordbehaviourinobservationalstudies.
Touseineducationalappraisal,studies–ofschool
buildings,property,plan,textbooks,instructional
proceduresandoutcomesetc.
Toratethepersonality.
Toknowtheinterestofthesubjectsalso.Kuder’sinterest
inventoryandStrong’sInterestBlankarealsochecklists.

63. Hints on Constructing Checklist:
Itemsinthechecklistmaybecontinuousordivided
intogroupsofrelateditems.
Itemsshouldbearrangedincategoriesandthecategories
inalogicalorpsychologicalorder.
Termsusedintheitemsshouldbeclearlydefined.
Checklistshouldbecontinuousandcomprehensivein
nature.
Apilotstudyshouldbetakentomakeitstandardized.
Checklistcanbeconstructedinfourdifferentwaysby
arrangingitemsdifferently.

64. …Hints on Constructing Checklist:
1.Inoneofthearrangementsallitemsfoundinasituationaretobe
checked.ForExample,asubjectmaybeaskedtocheck()inthe
blanksideofeachactivityundertakeninaschool.
2.Inthesecondform,therespondentisaskedtocheckwitha‗yes‘or
‗no‘oraskedtoencircleorunderlinetheresponsetothegivenitem.
ForExample,(1)Doesyourschoolhaveahousesystem?Yes/No.
3.Inthisform,alltheitemsarepositivestatementswithchecks()to
bemarkedinacolumnofaright.ForExample,(1)Theschool
functionsasacommunitycentre().
4.Theperiodicaltestsareheld–fortnightly,monthly,quarterly,
regularly.
Theinvestigatorhastoselectanyoneoftheformatappropriate
tohisproblemandqueriesorthecombinationofmanyasitrequires.

65. Merits:
Studentscanmeasuretheirownbehaviourwiththehelpof
checklist.
Easyandsimpletouseandframethetools.
Wantedandunwantedbehaviorscanbeincluded.
Personal-Socialdevelopmentcanbechecked.

66. Limitations:
Onlythepresenceorabsenceoftheabilitycanbetested.
Yesornotypejudgmentcanonlybegiven.
Howmuchcannotbetestedthroughchecklist.
ForExample,youwanttotestthestorytellingstillofastudent.
Youcancheckonlywhetherthestudentdevelopedornot
developedtheskillbutyoucannotstudyhowmuchhehas
developed?
Whenwewanttocheck‘yes’or‘no’ofanyability,checklistis
used.

67. Rating Scale
Ratingscaleisoneoftheenquiryform.Formisaterm
appliedtoexpressionorjudgmentregardingsomesituation,
objectorcharacter.Opinionsareusuallyexpressedona
scaleofvalues.Ratingtechniquesaredevicesbywhich
suchjudgmentsmaybequantified.Ratingscaleisavery
usefuldeviceinassessingquality,especiallywhenqualityis
difficulttomeasureobjectively.ForExample,Howgood
wastheperformance?Isaquestionwhichcanhardlybe
answeredobjectively?

68. Ratingscalesrecordjudgmentoropinionsandindicatesthedegreeor
amountofdifferentdegreesofqualitywhicharearrangedalongalineisthe
scale.Forexample:Howgoodwastheperformance?
Excellent Very good Good Average Below average Poor Very poor
___|________|_______|_____|_________|_________|_____|____

69. •Thisisthemostcommonlyusedinstrumentformaking
appraisals.
•Ithasalargevarietyofformsanduses.
•Typically,theydirectattentiontoanumberofaspectsor
traitsofthethingtoberatedandprovideascalefor
assigningvaluestoeachoftheaspectsselected.
•Theytrytomeasurethenatureordegreeofcertainaspects
orcharacteristicsofapersonorphenomenonusingaseries
ofnumbers,qualitativetermsorverbaldescriptions.

70. Ratingscanbeobtainedthroughoneofthreemajor
approaches:
Paired comparison
Ranking and
Rating scales
•Thefirstattemptatratingpersonalitycharacteristicswasthe
mantomantechniquedevisedcuringWorld-war-I.This
techniquecallsforapanelofraterstorateeveryindividual
incomparisontoastandardperson.Thisisknownasthe
pairedcomparisonapproach.

71. •Intherankingapproacheverysingleindividualinagroup
iscomparedwitheveryotherindividualandtoarrangethe
judgmentintheformofascale.
•Intheratingscaleapproachwhichisthemorecommonand
practicalmethodratingisbasedontheratingscales,a
procedurewhichconsistsofassigningtoeachtraitbeing
ratedascalevaluegivingavalidestimateofitsstatusand
thencomparingtheseparateratingsintoanoverallscore.

72. PurposeofRatingScale:Ratingscaleshavebeen
successfullyutilizedformeasuringthefollowing:
Teacher Performance/Effectiveness
Personality, anxiety, stress, emotional intelligence etc.
School appraisal including appraisal of courses, practices
and programmes.

73. UsefulhintsonConstructionofRatingScaleAratingscale
includesthreefactorslike:
1.Thesubjectsorthephenomenatoberated.
2.Thecontinuumalongwhichtheywillberatedand
3.Thejudgeswhowilldotherating.
Alltakenthreefactorsshouldbecarefullytakencarebyyou
whenyouconstructtheratingscale.

74. 1.Thesubjectsorphenomenatoberatedareusuallyalimited
numberofaspectsofathingorofatraitsofaperson.Only
themostsignificantaspectsforthepurposeofthestudy
shouldbechosen.Theusualmaytogetjudgmentisonfiveto
sevenpointscalesaswehavealreadydiscussed.
2.Theratingscaleisalwayscomposedoftwoparts:
•Aninstructionwhichnamesthesubjectanddefinesthe
continuumand
•Ascalewhichdefinesthepointstobeusedinrating.

75. 3.Anyonecanserveasaraterwherenon-technicalopinions,
likesanddislikesandmattersofeasyobservationaretobe
rated.Butonlywellinformedandexperiencedpersonsshould
beselectedforratingwheretechnicalcompetenceisrequired.
Therefore,youshouldselectexpertsinthefieldasraterora
personwhoformasampleofthepopulationinwhichthe
scalewillsubsequentlybeapplied.Pooledjudgements
increasethereliabilityofanyratingscale.Soemployseveral
judges,dependingontheratingsituationtoobtaindesirable
reliability.

76. Use of Rating Scale
Ratingscalesareusedfortestingthevalidityofmanyobjective
instrumentslikepaperpencilinventoriesofpersonality.They
arealsoadvantagesinthefollowingfieldslike:
Helpfulinwritingreportstoparents
Helpfulinfillingoutadmissionblanksforcolleges
Helpfulinfindingoutstudentneeds
Makingrecommendationstoemployers.
Supplementingothersourcesofunderstandingaboutthe
child
Stimulatingeffectupontheindividualswhoarerated.

77. Limitations of Rating Scale
Theratingscalessufferfrommanyerrorsandlimitations
likethefollowing:
Asyouknowthattheraterswouldnotliketorundown
theirownpeoplebygivingthemlowratings.Sointhatcase
theygivehighratingstoalmostallcases.Sometimesalsothe
ratersareincludedtobeundulygenerousinratingaspects
whichtheyhadtoopportunitytoobserve.Ittheratersratein
highersideduetothosefactors,thenitiscalledasthe
generosityerrorofrating.

78. TheErrorsofCentralTendency:Someobserveswantstokeep
theminsafeposition.Therefore,theyratenearthemidpointofthe
scale.Theyratealmostallasaverage.
StringencyError:Stringencyerrorisjusttheoppositeofgenerosity
oferror.Thesetypesofratersareverystrict,cautionsandhesitantin
ratinginaverageandhigherside.Theyhaveatendencytorateall
individualslow.
TheHalloError:Whenaraterratesoneaspectinfluencedbyother
iscalledhalloeffect.Forifapersonwillberatedinhighersideonhis
achievementbecauseofhispunctuallyorsincerelyirrespectiveofhis
perfectansweritcalledashalloeffect.Thebiased-nessoftherater
affectsfromonequalitytoother.
TheLogicalError:Itisdifficulttoconveytotheraterjustwhat
qualityonewisheshimtoevaluate.AnadjectiveorAdverbmayhave
nouniversalmeaning.Itthetermsarenotproperlyunderstoodbythe
raterandherates,thenitiscalledasthelogicalerror.Therefore,brief
behavioralstatementshavingclearobjectivesshouldbeused.

79. Score-card
Thescore-cardisanelaborateformofratingscale.It
usuallyprovidesfortheappraisalofalargenumberof
aspectsorcharacteristics.Thepresenceofeach
characteristicoraspectisevaluatedintermsofa
‘numericalpointvalue’andtheevaluationoftheobject
observationisdonewiththehelpofa‘totalweighted
score’

80. …Score-card
Score-cardsarecommonlyusedinevaluatingschools,
textbooks,buildingsites,libraries,laboratories,worthof
anyliteraryoreducationalinstitution,etc.
Thelimitationsandproblemsinconstructingthescore-
cardaresimilartothoseofratingscale.

81. Schedule
Scheduleisadeviceconsistingofasetof
questionswhichareaskedandfilledinbyan
interviewerinafacetofacesituationwith
anotherperson.
Itdiffersfromthequestionnaireinthattheformer
isadministeredpersonallytoarespondentswhile
thelatterisusuallymailed.
Theschedulehasmanyadvantagesoverthe
questionnaire.Itisadministeredpersonallyand
thereforeitprovidesopportunitytotheresearcher
toestablishrapportwiththerespondents.

82. …Schedule
Thishelpstheresearchertoexplainthenatureand
purposeoftheinvestigationandtomakethe
meaningofthequestionscleartotherespondentsif
theymisinterpretaquestionorgiveincompleteor
indefiniteresponses.Theschedulealsoeconomises
timeandexpenseoftheinvestigation.
Itensuresalmostallcompleteandusablereturns.

83. …Schedule
Aschedulehassomelimitationsalso.Itmaynotbepossible
tocontactpersonallyalltherespondentseitherindividuallyor
inagroup.
Theprocedureofconstructingaschedule,theanalysisand
interpretationofdatagatheredthroughitarenotvery
differentfromthoseofaquestionnaireandneednotbe
repeatedhere.Theadministrationofascheduleinafaceto
facesituation,collectivelyorindividually,isdifferentfrom
theadministrationofaquestionnaire.