Answer:
This is an example of making sure the measures are valid
Explanation:
Measuring extraversion is quite challenging because there is the chances of recording an intelligent individual as an extrovert. Thus making sure you are specific with your measures is a way to increase the validity of the measures.
Answer:
The colonists wanted more freedom from the government.
Explanation:
Many colonists felt that they should not pay taxes, because they were passed in England by Parliament, not by their own colonial governments. They protested, saying that these taxes violated their rights as British citizens. The colonists started to resist by boycotting, or not buying, British goods.
Answer:
Criterion-referenced liability compare a person’s knowledge or skills against a predetermined standard, learning goal, performance level, or other criterion. With criterion-referenced tests, each person’s performance is compared directly to the standard, without considering how other students perform on the test. Criterion-referenced tests often use “cut scores” to place students into categories such as “basic,” “proficient,” and “advanced.”
while the
Norm-referenced measures compare a person’s knowledge or skills to the knowledge or skills of the norm group. The composition of the norm group depends on the assessment. For student assessments, the norm group is often a nationally representative sample of several thousand students in the same grade (and sometimes, at the same point in the school year).
Much of what is known about the Ancient Phoenicians in the modern day comes from Greek and Latin texts, records from the Ancient Assyrians, and from the Hebrew Bible.
<em>disequilibrium</em>
occurs when children encounter cognitive conflict, such as counter examples or inconsistencies, with their existing schemes.
