Population and

Sampling Design

Probability sampling involves the

use of randomization.

 Proportionate Stratified Random Sampling

The sample size of each stratum in this technique is proportionate to
the population size of the stratum when viewed against the entire
population. This means that the each stratum has the same sampling
fraction.
For example, you have 3 strata with 100, 200 and 300 population sizes
respectively. And the researcher chose a sampling fraction of . Then,
the researcher must randomly sample 50, 100 and 150 subjects from
each stratum respectively.
Stratum
A
B C
Population Size
100
200
300
Sampling Fraction

Final Sample Size 50100
150
The important thing to remember in this technique is to use the same
sampling fraction for each stratum regardless of the differences in
population size of the strata. It is much like assembling a smaller
population that is specific to the relative proportions of the subgroups
within the population.

 Non probability sampling does not involve the use of

randomization. Therefore, to be considered
representative, non-probability sampling methods
cannot rely on the theory of probability (random
theory).

Instrument, Validity & Reliability

Usability
Refers to the ease with which an instrument can be
administered, interpreted by the participant, and
scored/interpreted by the researcher. Example usability
problems include:
1. Students are asked to rate a lesson immediately after
class, but there are only a few minutes before the next
class begins (problem with administration).

2. Students are asked to keep self-checklists of their after

school activities, but the directions are complicated and the
item descriptions confusing (problem with interpretation).
3. Teachers are asked about their attitudes regarding
school policy, but some questions are worded poorly which
results in low completion rates (problem with
scoring/interpretation).

 Validity and reliability concerns will help alleviate usability

issues. 5 usability considerations:
1. How long will it take to administer?
2. Are the directions clear?
3. How easy is it to score?
4. Do equivalent forms exist?
5. Have any problems been reported by others who used
it?
It is best to use an existing instrument, one that has been
developed and tested numerous times.

Validity

 Face validity refers to the degree to which an

assessment or test subjectively appears to measure the
variable or construct that it is supposed to measure. In
other words, face validity is when an assessment or
test appears to do what it claims to do. For example,
Lila claims that her test measures mathematical ability
in college students. Since all of the participants who
completed Lila's test and the follow-up assessment
agreed that the test appears to measure mathematical
ability in college students, Lila's test showed face
validity.

 Extent to which a measurement instrument actually

measures the attribute it was intended to measure.
Validity can be examined from a number of different
perspectives, including:
Face, content, criterion-related, and construct validity

Assessing Validity

Reliability

 Reliability
Degree to which measures are free from random error and,
therefore, provide consistent data.

There are three ways to assess reliability

Test-retest, equivalent forms, and internal consistency

Assessing the Reliability of a

Measurement Instrument

Reliability and Validity Situations in

Measurement

Relating Reliability and Validity