What issues affect Likertscale

James Dean Brown University of Hawai'i at Manoa 
10 if they felt a topic was very interesting 6 if they felt a topic was above average interest 4 if they felt a topic was below average interest 1 if they felt a topic was not worth studying in class
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Students Who "Sit the Fence"[ p. 28 ]
Continuous scales (also sometimes separated into interval and ratio scales) quantify at equal intervals along some yardstick. Thus inches, feet, and yards are equal intervals along a real yardstick and represent a continuous scale. Similarly, we treat I.Q. scores, TOEFL scores, and even classroom test scores as points along a continuum of possible scores. Hence, they are continuous, too. One other characteristic of continuous scores is that calculating means and standard deviations makes sense (which is not true of categorical or rankordered scales). For much more on scales, see Brown, in press, chapter 1; Brown, 1988, pp. 2028; 1996, pp. 9398; 1999, pp. 109115; or Hatch & Lazaraton, 1991."Unfortunately, many a novice teacherresearcher has trouble deciding whether Likert scales are categorical, rankordered, or continuous." 
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In short, the scale probably would have been better as a more traditional 1 2 3 4 5, or 1 2 3 4, or either of those options with an additional no opinion option. Any of those alternative scales could have been analyzed as a categorical, rankordered, and/or continuous scale. But, the scale the 1 4 6 10 researcher chose to use is neither fish nor fowl, and must have been very difficult indeed to analyze and interpret.[ p. 30 ]