| In a 90 minute Roundtable session, the first
rotation uses the first 45 minutes and the second rotation uses the last 45 minutes.
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| Roundtable Rotation I:
Q Methodology: Something to Add to the Evaluator Toolbox |
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Roundtable Presentation 326 to be held in the Quartz Room Section B on Thursday, Nov 6, 1:40 PM to 3:10 PM
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Sponsored by the Quantitative Methods: Theory and Design TIG
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| Presenter(s):
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| Virginia Gravina,
University of the Republic,
virginia@fagro.edu.uy
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| Abstract:
Q-Methodology offers in a single methodology, harnessing different methods to privilege the language and culture of a specific evaluation context.
Q can be defined as an approach to inquiry that privileges the participant's interpretation of ideas over the evaluator's interpretation of the same ideas. It has a potential for casting participants' perspective(s) in contrast with program personnel's perspectives, which represents strategic points of evaluation leverage.
Powerful statistical mechanics are in the background, although unnoticed by the users, who are disinterested in its mathematical structure. Routinely employed in political science, communication, advertising, health science, public policy and other fields is now drawing attention to development projects and empowerment, wherever subjectivity is at issue.
This workshop's goal is to guide the attendees through the knowledge and application of Q-Methodology, from the selection of a suitable situation, to the interpretation of the results, with provided examples to refer to.
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| Roundtable Rotation II:
Multivariate Generalizability and Temperament |
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Roundtable Presentation 326 to be held in the Quartz Room Section B on Thursday, Nov 6, 1:40 PM to 3:10 PM
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Sponsored by the Quantitative Methods: Theory and Design TIG
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| Presenter(s):
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| M David Miller,
University of Florida,
dmiller@coe.ufl.edu
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| Youzhen Zuo,
University of Florida,
zuo9@ufl.edu
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| Abstract:
Reliability needs to be considered at the level of the scores that are being used or interpreted. Often profiles are used to examine individual differences in areas such as personality type or temperament. This study examined the multivariate generalizability of the Student Styles Questionnaire using the scores of 9168 students from their norming study. The four dimensions that scores are reported for are preferences for Extroversion – Introversion, Practical – Imaginative, Thinking – Feeling, and Organized - Flexible styles. Results show the reliabilities for the profiles along the four dimensions using multivariate generalizability theory as well as the univariate estimates for the four dimensions. The implications of using reliability for the composite are discussed with the use focused on the nature of score reporting that generally does not focus on the general temperament style based on the profile across the four dimensions. In addition, the paper discusses the use of alternative methods for examining reliability within a multivariate context.
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