Download Quiz Questions on Quasi-Experimental Designs in Public Health Nursing and more Study notes Nursing in PDF only on Docsity!
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Evaluators calculated the levels of vaccine coverage in a population before and after they received awareness messages about the importance of vaccination and the fact that vaccines would be provided free of charge. They also measured how vaccine coverage levels changed in a population that did not receive the messages over the same time period. In addition, they measured characteristics in both the participant group and nonparticipant group that were hypothesized to directly influence vaccine coverage, such as density of places where the vaccine was available, household income, number of children under 5 in the household, car ownership, and public transportation coverage, which they included as control variables during program effect estimation. This study design would most closely fit with which of the four QED approaches? (3 points)
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Select one: a. Naïve program estimates b. Covariate-adjusted, regression-based estimates of program effects c. Propensity score matching d. Difference-in-difference Feedback The correct answer is: Covariate-adjusted, regression-based estimates of program effects . Evaluators measured the levels of vaccine coverage in a population before and after they received awareness messages about the importance of vaccination and the fact that vaccines would be provided free of charge. Because the messages were provided in English and over mass media, they were unsure who had seen or heard and understood the messages in the target population. The population survey asked whether respondents had been exposed to the messages and what they understood. The evaluators used this as an outcome variable to estimate what made a respondent likely to have been exposed. They then used these participation probability estimates to weight the survey data when estimating program effects on vaccine coverage. This study design would most closely fit with which of the four QED approaches? (3 points) Select one: a. Propensity score matching b. Naïve program estimates
c. That this group can be considered to be similar to the
participant group in ways that are important for program
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Q
True or false? The primary feature of a quasi-experimental design is that assignment to program participation and nonparticipation is done at random. (3 points) Select one: True False Feedback The correct answer is 'False'. Q 2 Question 2 What assumption is made about the group of nonparticipants that is selected to represent the counterfactual in a QED? (3 points) Select one:
a. That nonparticipants would have participated in the program given
the chance.
b. That this group can be considered to be different from the participant
group in ways that are important for program outcomes outcomes d. That this group can be considered the same on average as the participant group
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Feedback The correct answer is: That this group can be considered to be similar to the participant group in ways that are important for program outcomes . Q 3 Question 3 Which of the following is the main source of potential bias in QED evaluations? (3 points) Select one: a. Selection bias b. Internal validity c. Type I error d. Latent variable measurement e. Type II error Feedback The correct answer is: Selection bias . Q 4 Question 4 True or false? QEDs are a poor choice for program evaluations, and evaluators should realize that their findings cannot be considered as evidence by decision makers. (3 points)
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True False Feedback The correct answer is 'False'. Q 5 Question 5 Select all of the following things evaluators should consider when using QEDs. (1 point for each selected) Select one or more: a. Ease of implementation and evaluation budget b. Program design and implementation strategy c. Potential sources of bias and how these may have affected estimated program effects d. Balancing threats to internal validity with advantages for external validity Feedback The correct answer is: Balancing threats to internal validity with advantages for external validity , Potential sources of bias and how these may have affected estimated program effects , Program design and implementation strategy , Ease of implementation and evaluation budget .
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Q 6
Question 6 Evaluators calculated the levels of vaccine coverage in a population before and after they received awareness messages about the importance of vaccination and the fact that vaccines would be provided free of charge and calculated how much vaccine coverage changed. They also measured how vaccine coverage levels changed in a population that did not receive the messages over the same time period and subtracted that change from the program participation group’s change. This study design would most closely fit with which of the four QED approaches? (3 points) Select one:
a. Covariate-adjusted, regression-based estimates of program effects
b. Propensity score matching c.
Difference-in-difference d. Naïve program estimates Feedback The correct answer is: Difference-in-difference . Q 7 Question 7 Evaluators calculated the level of vaccine coverage in a population after they received awareness messages about the importance of vaccination and the fact that vaccines would be
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The correct answer is: Those that related to differences between the intervention and comparison groups before the start of the program and are related to the outcome of interest , The preintervention outcome level for the intervention and comparison groups , Those that relate to differences in program participation between the intervention and comparison groups. .
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Q 13
Question 13 Ten schools that expressed interest in participating were selected for inclusion in a yearlong program. These schools were designated as the treatment schools. For each treatment school, researchers found another comparable school with a similar socioeconomic profile of students. These 10 new schools became the control schools. Researchers then conducted baseline measurements from all 20 schools before the implementation of the yearlong program, and then they conducted assessments from all 20 schools after the end of the program. Which of the following statements about this evaluation are true? Select all that apply. (1 point for each correct selected) Select one or more: a. Selection bias remains a threat to validity in this design. b. This design is called an RCT. c. It was unethical to not include all schools in the program. d. The design is a type of QED. e. Difference-in-difference cannot be done for this evaluation. Feedback The correct answer is: Selection bias remains a threat to validity in this design. , The design is a type of QED. . Q 14 Question 14
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Can be considered the same, on average, except for program participation . Q 16 Question 16 True or false? Randomized control designs control for all sources of selection bias. (3 points) Select one: True False Feedback The correct answer is 'False'. Q 17 Question 17 True or false? In regression discontinuity designs, the critical areas for evaluators to examine are those furthest from the cut point because these can be expected to explain program participation. (3 points) Select one: True False Feedback The correct answer is 'False'. Q 18 Question 18
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True or false? Since the principal challenge of impact evaluation is how to get “missing” outcome data from an unobservable counterfactual, the counterfactual option evaluators choose to use does not matter in terms of program effect estimate validity and interpretation, just as long as the missing counterfactual outcome data is measured somehow. (3 points) Select one: True False Feedback The correct answer is 'False'.
