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Numerical Ratings (numerical + rating)
Terms modified by Numerical Ratings Selected Abstracts"He Will Crush You Like an Academic Ninja!": Exploring Teacher Ratings on Ratemyprofessors.comJOURNAL OF COMPUTER-MEDIATED COMMUNICATION, Issue 3 2005Jeannette Kindred This study examines students' motives for use and perceptions of the web site http://www.ratemyprofessors.com, one of the main sites that allow students to post anonymous ratings of college professors in the United States and Canada. The contents of comments posted to the web site are examined for relationships to numerical ratings on the site and motivations expressed by students for participating in the rating process. Qualitative (focus group interviews) and quantitative (content analysis) investigations are presented. Students' motives for accessing Ratemyprofessors.com include information seeking, convenience, and interpersonal utility. As regards teacher ratings, the results indicate that students were primarily concerned with issues such as instructor competence and the classroom experience. [source] Measuring instructional congruence in elementary science classrooms: Pedagogical and methodological components of a theoretical frameworkJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 3 2007Aurolyn Luykx This article is situated within a theoretical framework, instructional congruence, articulating issues of student diversity with the demands of academic disciplines. In the context of a large-scale study targeting elementary school science, the article describes a research instrument that aims to combine the strengths of both quantitative and qualitative approaches to classroom data. The project-developed classroom observation guideline is a series of detailed scales that produce numerical ratings based on qualitative observations of different aspects of classroom practice. The article's objectives are both pedagogical and methodological, reflecting the dual functionality of the instrument: (a) to concretize theoretical constructs articulating academic disciplines with student diversity in ways that are useful for rethinking classroom practice; and (b) to take advantage of the strengths of qualitative educational research, but within a quantitative analytical framework that may be applied across large numbers of classrooms. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 44: 424,447, 2007 [source] Automating Standard Alcohol Use Assessment Instruments Via Interactive Voice Response TechnologyALCOHOLISM, Issue 2 2002James C. Mundt Background: Interactive voice response (IVR) technology integrates touch-tone telephones with computer-automated data processing. IVR offers a convenient, efficient method for remote collection of self-report data. Methods: Twenty-six subjects recruited from an outpatient alcohol treatment center completed IVR and paper/pencil versions of a demographic and drinking history questionnaire, Stages of Change Readiness and Treatment Eagerness Scale, Drinker Inventory of Consequences, Obsessive-Compulsive Drinking Scale, Alcohol Dependence Scale, and two numerical rating scales of craving and desire to drink during the prior week. Administration of the instruments in both formats was repeated 1 week later. The order of administration method was counterbalanced between subjects and reversed across data collection sessions. Scale and subscale scores from both methods were correlated within sessions. Test-retest correlations were also calculated for each method. A criterion of ,= 0.01 was used to control type I statistical error. Results: Intermethod correlations within each session were significant for all of the instruments administered. Test-retest correlations for both methods were also significant, except for the numerical ratings. Scores on the Alcohol Dependence Scale obtained via IVR were significantly lower than those collected by paper/pencil. Other differences between the data collection methods or across the sessions were inconsistent. The average IVR call length was 34 min and 23 sec. Paper/pencil forms required an average of 18 min and 38 sec to complete and an additional 10 min and 17 sec for data entry. Conclusions: IVR technology provides a convenient alternative to collecting self-report measures of treatment outcomes. Both paper/pencil and IVR assessments provide highly convergent data and demonstrate good test-retest reliability. Alcohol Dependence Scale score differences between methods highlight special considerations for IVR adaptation of existing paper/pencil instruments. Benefits of IVR include procedural standardization, automatic data scoring, direct electronic storage, and remote accessibility from multiple locations. [source] Psychometric characteristics of dyspnea descriptor ratings in emergency department patients with exacerbated chronic obstructive pulmonary disease,RESEARCH IN NURSING & HEALTH, Issue 5 2002Mark B. Parshall Abstract The purpose of this study was to evaluate the reliability, content validity, and factor structure of dyspnea sensory quality descriptor ratings in emergency department (ED) patients with exacerbated chronic obstructive pulmonary disease (COPD). During an ED visit 104 patients with COPD rated the intensity of 16 dyspnea sensory quality descriptors (numerical ratings of 0,10) in relation to how they felt when they decided to come to the ED (Decision) and 1 week before the visit. Content validity of 15 descriptors was supported. Factor analysis of Decision ratings resulted in seven descriptors and three factors (,=.88; 74% common variance): Smothering/Suffocating/Hunger for air (,=.87); Effort/Work (,=.87); and Tight/Constricted (,=.74). Results indicate that the intensity of sensory quality descriptors can be measured reliably in COPD patients during an exacerbation of COPD. The initial descriptor list of descriptors could be cut by more than half while retaining satisfactory psychometric properties. © 2002 Wiley Periodicals, Inc. Res Nurs Health 25:331,344, 2002 [source] | ||||||||||