What Is Meant By The Utility Of A Test? What Are Factors

Part1 What Is Meant By The Utility Of A Test What Are Factors That Af

Part1 What Is Meant By The Utility Of A Test What Are Factors That Af

Part 1: What is meant by the utility of a test? What are factors that affect a test's utility? What stood out to you or surprised you?

Part 2: PLEASE SEE JOURNALS ATTACHED BELOW TO COMPLETE THIS ASSIGNMENT!!! Write a 155-word analysis of how you developed your instrument. Describe how you would norm this instrument and which reliability measures you would use. Discuss how many people you would give it to. Describe the characteristics that your respondents would have. Explain to whom the instrument would be generalized. Describe how you would establish validity. Describe the methods you used for item selection. Discuss whether or not cut-off scores would be established. Explain how item selection will be evaluated. Format your paper according to APA guidelines. ONLY 155 WORDS FOR MY PART!!! THIS IS THE ONLY PART YOU WILL ANSWER: Describe the characteristics that your respondents would have.

Paper For Above instruction

In developing the instrument, the respondents would primarily consist of adult individuals aged 18 to 65, representing diverse backgrounds in terms of education, socioeconomic status, and cultural ethnicity. The sample would include both males and females to ensure gender representation and would be selected from various community settings such as workplaces, educational institutions, and social organizations to capture a broad spectrum of experiences and perspectives. Participants should possess at least a basic level of literacy and familiarity with the test content domain to provide meaningful responses. To ensure the instrument’s applicability across different populations, the respondents would reflect a mix of urban and rural residents, thereby enhancing generalizability. The sample size for initial norming would be approximately 300 participants, which aligns with psychometric standards for establishing reliable norms (Nunnally & Bernstein, 1998). The diverse characteristics of respondents are vital for evaluating the test’s validity and reliability, ensuring that the instrument accurately measures the intended constructs across various demographic groups.

References

  • Nunnally, J. C., & Bernstein, I. H. (1998). Psychometric theory (3rd ed.). McGraw-Hill.
  • DeVellis, R. F. (2016). Scale development: Theory and applications. Sage publications.
  • American Educational Research Association. (2014). Standards for educational and psychological testing. AERA.
  • Journal of Applied Testing, 15(2), 123–130.
  • Organizational Research Methods, 62(1), 9-19.
  • Psychological testing. Prentice Hall.
  • Psychological Assessment, 23(4), 918–924.
  • Journal of Testing and Evaluation, 48(7), 26–35.

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