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| There is a relationship between variables but the direction of the relationship isn't stated. |
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| Is evidenced by research. Is observable, not base on faith. You can observe what happening. |
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| Is a type of correlational (i.e., non-experimental)research in which a researcher observes ongoing behavior. You believe what you can see. |
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| A program evaluator that is in house, is affiliated with the organization for which the evaluation is being completed. |
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| A program evaluator that is from outside the organization for which the evaluation is being completed. This type of evaluator is typically hired. |
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| A theory based prediction of the expected results of a the relationship between variables in a research study. It forms the research question. The difference between this and a research question the study directions. This is always a statement, not a question. |
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| This is found in every experiment. The types are : dependent, independent, and controlled. Furniture is an example of this, but table is not. It’s always a category and it varies. Age is an example of this, but being 37 is not. |
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| It's a method of sampling that utilizes some form of random selection. In order to have a random selection method, you must set up some process or procedure that assures that the different units in your population have equal probabilities of being chosen or and equal chance of being selected. Random and stratified stratified are examples of this. |
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| A type of probability sampling. A subset of a statistical population in which each member of the subset has an equal probability of being chosen. A simple sample that is meant to be an unbiased representation of a group. |
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| Stratified Random Sampling |
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| This is a population sample that requires the population to be divided into smaller groups. Random samples can be taken from each of the smaller groups. Ie: social workers: Statistically 85% are female, so then you would randomly select 85 females from a listed of social workers to obtain this sample. |
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| A type of sampling in which all of the persons, events, or objects in the sampling frame have an unknown, and usually different, probability of being included in a sample. Types are: purposeful, convenient, snowball, quota, available. |
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| This type of non-probability sampling looks for participants who fit criteria. The participants are purposely selected for inclusion in a research sample, |
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| A type of non-probability sampling that relies on the closest and most available research participants. It typically includes a dual relationship (ie: teacher recruiting their students as participants). |
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| A type of non-probability sampling in which one participant leads to another. |
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| This is a non-probability sampling technique wherein the assembled sample has the same proportions of individuals as the entire population with respect to known characteristics, traits or focused phenomenon (ie: for a project we might need so many a specific number of females, hispanics, people in their 20's, etc to match the typical population). |
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| A non-probability sampling procedure that relies on the closest and most available research participants (ie: going to the mall and finding whoever is available). |
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| This is a tool used by funders, managers, and evaluators of programs to evaluate the effectiveness of a program. They are usually a graphical depiction of the logical relationships between the resources, activities, outputs and outcomes of a program. |
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| This explains the topic and is bigger than hypothesis. It's and explanation of how something works. It is not necessarily the truth. |
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| This method of data collection is the starting point, the pretest, the measurement you took at the beginning, where you started. |
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| This represents what we’re shooting for, the target or goal, a specific score. It's an acceptable level of success or competence. |
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| This is a form of measurement like a survey, an interview, a test, classroom evaluations. It helps improve the process. |
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| This can be an assessment or test and tends to have a score related to it. It's the end result such as your final grade. It measures the entire outcome results. |
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| Represented by ROXO. This group receives a random assignment and the treatment or intervention (ie: in a student/flashcard experiment, this group would be randomly assigned to use flashcards) |
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| Is represented by RO_O This group doesn’t receive the treatment or intervention. (ie: in a student/flashcard experiemtn, this group would not use flashcards) |
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| An understanding that there are different averages because of natural variances in a population. It's the tendency for each sample to have its own natural occurrence of error, slightly different to the whole. |
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| Sampling size effects on sampling error. |
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| Understand that the bigger the sample, the closer you are to your true mean or true average and the less likelihood of sampling error; the smaller the sample, the larger the sampling error. |
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| This is a level of measurement that uses labels. It is the most basic, the lowest measurement level you can use, from a statistical point of view. It classifies variables by assigning names or categories that are mutually exclusive without order. (ie: color, furniture, or YES/NO scale) |
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| This level of measurement puts items in order or satisfaction. (ie: rating items from high to low or most to least, you can put them in order) |
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| This level of measurement is quantitative and measurable. It has a zero point but not absolute zero point, such as temperature. |
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This level of measurement is the top level of measurement, has a true zero point.
The simplest example of this is the measurement of length or weight. |
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| This is a part of operational definition. You can say yes or no to it. Putting this into groups creates a dimension. |
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