Yes, and now I see your point. I think that the student can respond to this readily. First of all, obviously there are no reliabilty/validity 'data'. So all the student has to note is that the instrument has face validity--can go over the items individually if need be to satisfy the IRB and then justify their inclusion, along with the demographics, based on the literature. I'd say this can be done within 30-60 minutes and might make the student re-think through his/her items. If there are no 'sensitive' items I don't foresee that there should be any problems--the student may want to mention that. Pedagogically not a bad idea and would satisfy the cost-benefit aspect of IRB review.
Maybe the student's mistake was in not submitting this as an 'exempt' status review and taking the time to make a case for the 'exempt' status???? At least for most IRBs that would mean only one person--the chair or administrator-- looks to see that it satisfies the requirements of "exemption from full and detailed review" and can quickly decide to agree, or to ask for expedited. Annette Quoting [EMAIL PROTECTED]: > Ok. I see your points. > > Allow me to expand: This project involves a student developed survey on > music preference and simple correlations with demographic info. The focus > of > the IRB is on the reliability and validity of this instrument. I see little > > risk in asking someone their music preference and little opportunity or > utility > to address validity and reliability of a a homegorwn and simplistic > instrument. Even if arguably appropriate, how can validity and reliability > issues be > responsibly dealt with in this case? > > > --- > You are currently subscribed to tips as: [EMAIL PROTECTED] > To unsubscribe send a blank email to [EMAIL PROTECTED] > Annette Kujawski Taylor, Ph. D. Department of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
