Explain to whom the instrument would be generalized. The individuals that this instrument would be generalized for would be more for students and faculty. This is for using the knowledge to help the faculty understand more about test anxiety and being able to help those individuals who suffer from the condition. This benefits the students in also helping them understand more about their condition and what they could do to help themselves better their situations. When students have knowledge, and understanding of their conditions such as test anxiety it can help them better their educations. The more individuals who earn their educations and are able to pass will be able to study more through college and earn their own degrees to maybe help
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Internal validity addresses causal relationships between factors. Focusing on the test and having strong control over the environment can produce a more detailed understanding of the responses (Moskal & Leydens, 2000). For example, the survey must be given in an environment that does not resemble test taking facilities. The environment should be calm and casual. If the participant is taking a survey on test anxiety and is in a rigid environment they may feel those unnatural conditions and they will affect their responses. Each administration of the test must happen in similar circumstances (Moskal & Leydens, 2000). External validity is the ability to have the results generalized to larger populations. In this case, the internal validity and construct of other portions of the test will allow for larger generalizations to be made. For example, one can state that based on our results, if a person experiences lack of knowledge in a subject he/she will have a larger probability of test anxiety. Another generalization that can be made based on the test validity is that if a correlation exists between study time and test anxiety. There are large amounts of information that can be gleaned from a test once the validity standards are …show more content…
They are used to determine the lowest possible score that can be acquired when taking the survey in order to divide the data collected. Two types of cut-off scores are, relative cut-off scores and fixed cut-off scores. Relative cut-off scores are used to divide the information into two or more classifications and they are based upon norm-related considerations instead of the relationships that may be present within the survey scores. Fixed cut-off scores are used to group information that is collected into two or more groups and indicate the lowest level score that is needed to validate, pass, or assume classification (Strauss,
Internal validity addresses causal relationships between factors. Focusing on the test and having strong control over the environment can produce a more detailed understanding of the responses (Moskal & Leydens, 2000). For example, the survey must be given in an environment that does not resemble test taking facilities. The environment should be calm and casual. If the participant is taking a survey on test anxiety and is in a rigid environment they may feel those unnatural conditions and they will affect their responses. Each administration of the test must happen in similar circumstances (Moskal & Leydens, 2000). External validity is the ability to have the results generalized to larger populations. In this case, the internal validity and construct of other portions of the test will allow for larger generalizations to be made. For example, one can state that based on our results, if a person experiences lack of knowledge in a subject he/she will have a larger probability of test anxiety. Another generalization that can be made based on the test validity is that if a correlation exists between study time and test anxiety. There are large amounts of information that can be gleaned from a test once the validity standards are …show more content…
They are used to determine the lowest possible score that can be acquired when taking the survey in order to divide the data collected. Two types of cut-off scores are, relative cut-off scores and fixed cut-off scores. Relative cut-off scores are used to divide the information into two or more classifications and they are based upon norm-related considerations instead of the relationships that may be present within the survey scores. Fixed cut-off scores are used to group information that is collected into two or more groups and indicate the lowest level score that is needed to validate, pass, or assume classification (Strauss,