Order ID: 89JHGSJE83839 | Style: APA/MLA/Harvard/Chicago | Pages: 5-10 |
Instructions:
Description
IAT Tests: Are They a Reliable Tool for Assessing Bias?
Following is an overall guideline, and attached is an actual template for you to use– just cut out my text and put yours in.
Introduction: Explain the use of IAT tests to measure implicit bias. Any literature review of the issue goes here, with in text citations to references. How do you think it could be used to help in our current cultural challenge to live up to the demands for equality in the age of Black Lives Matter? Refer back to and use your previous writing for this.
Method:
Participants: Explain that 15 students took the test and submitted their test results differences. Describe these students using a description of MEC students.
Materials: Describe the test, how it was structured, and conducted.
Procedure: Describe the gathering of data as each person choosing their own test and reporting only the difference between the two results, including the direction of the change, out of 7 possible scores including Strong, Moderate and Slight for each mode of preference and Neutral.
Results: Look at the data of the 15 students (below) and describe it, especially the means and SDs. The more accurate column for analyzing the degree of change in scores is the absolute value column. The raw scores column tells us about the direction of the score changes, in which we can see that some went up, some went down, and some stayed the same. Report these here.
Discussion: What did you think about your results? What did you think about the test, having taken it twice? Do you think it is a useful instrument by which to measure implicit bias? Do you think it is accurate and reliable?
Table 1
Subtract the number associated with your second test result (1-7) from the number associated with first test (1-7) Test 1 score – Test 2 score = ________.
Differences reported per person
Absolute value of differences reported
1
1
0
0
-3
3
-3
3
0
0
0
0
0
0
0
0
-1
1
4
4
0
0
0
0
-1
1
0
0
-3
3
Mean
-0.4
1.07
SD
1.76
1.44
RUBRIC |
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Excellent Quality 95-100%
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Introduction
45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Literature Support 91-84 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met. |
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Average Score 50-85% |
40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided. |
83-76 points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration. |
52-49 points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met. |
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Poor Quality 0-45% |
37-1 points The background and/or significance are missing. No search history information is provided. |
75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration. |
48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met |
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