Question

How could I create a university examination that had great empirical validity but poor content validity?

a. Include questions from a broad range of topics
b. Base questions on real-world scenarios
c. Focus on assessing specific, narrow skills
d. None of the above

Answer 1

To create a university examination with great empirical validity but poor content validity, focus on assessing specific, narrow skills.

Step-by-step explanation:

The most appropriate way to create a university examination with great empirical validity but poor content validity would be to focus on assessing specific, narrow skills (option c).

Empirical validity refers to the extent to which the test measures what it claims to measure based on objective evidence. This can be achieved by creating questions that assess specific skills with clear correct/incorrect answers, providing data that can be analyzed.

On the other hand, content validity refers to the extent to which the test represents the entire content domain. By focusing on specific, narrow skills, the examination would have limited coverage of the content domain, resulting in poor content validity.