Asking Good Questions

1. Asking Good Questions Chapter 7, Student Edition MR/Brown & Suter

2. Learning Objectives • Define the term measurement as it is used in marketing research • List the four scales (levels) of measurement • Name some widely used attitude scaling techniques in marketing research • List some other key decisions to be made when designing scales • Explain the concept of validity as it relates to measuring instruments MR/Brown & Suter

3. Learning Objectives • Define the term measurement as it is used in marketing research • List the four scales (levels) of measurement • Name some widely used attitude scaling techniques in marketing research • List some other key decisions to be made when designing scales • Explain the concept of validity as it relates to measuring instruments MR/Brown & Suter

4. Learning Objective 1 • Measurement • Rules for assigning numbers to objects to represent quantities of attributes MR/Brown & Suter

5. Learning Objectives • Define the term measurement as it is used in marketing research • List the four scales (levels) of measurement • Name some widely used attitude scaling techniques in marketing research • List some other key decisions to be made when designing scales • Explain the concept of validity as it relates to measuring instruments MR/Brown & Suter

6. Learning Objective 2 MR/Brown & Suter

7. Learning Objective 2 Higher Level of Measurement Lower Ratio Interval Ordinal Nominal Data collected at higher levels canbe represented at lower levels; however, data collected at lower levels cannot be represented at higher levels. MR/Brown & Suter

8. Learning Objectives • Define the term measurement as it is used in marketing research • List the four scales (levels) of measurement • Name some widely used attitude scaling techniques in marketing research • List some other key decisions to be made when designing scales • Explain the concept of validity as it relates to measuring instruments MR/Brown & Suter

9. Learning Objective 3 MR/Brown & Suter

10. Learning Objective 3 MR/Brown & Suter

11. Learning Objectives • Define the term measurement as it is used in marketing research • List the four scales (levels) of measurement • Name some widely used attitude scaling techniques in marketing research • List some other key decisions to be made when designing scales • Explain the concept of validity as it relates to measuring instruments MR/Brown & Suter

12. Learning Objective 4 • Number of Items in a Scale • The four previous examples had four items (i.e., questions) each • Could a global measure (e.g., an overall evaluation) have provided the same insight? • What is your overall evaluation of Cover Girl mascara? • Number of Scale Positions • The Summated-Rating and Semantic-Differential examples had five scale positions each • Would six have been better? Seven? MR/Brown & Suter

13. Learning Objective 4 • Including a “Don’t Know” or “Not Applicable” Response Category • If you are unfamiliar with Cover Girl mascara and its attributes, would the opportunity to state that these questions do not apply be helpful? • Reverse Scaling • The Summated-Rating example had two positively worded and two negatively worded items • Positive: long-lasting, volume boosting • Negative: smudges, runs when wet MR/Brown & Suter

14. Learning Objectives • Define the term measurement as it is used in marketing research • List the four scales (levels) of measurement • Name some widely used attitude scaling techniques in marketing research • List some other key decisions to be made when designing scales • Explain the concept of validity as it relates to measuring instruments MR/Brown & Suter

15. Learning Objective 5 Neither Reliable Nor Valid Reliable, but not Valid Both Reliable and Valid MR/Brown & Suter