Assessment on One-Way ANOVA
3 /1 3/2 017 O neW ay A N OVA S corin g G uid e h ttp s://c ours ero om c.c apella .e du/b bcsw ebdav/in stitu tio n/X XF P/X XF P7864/1 70100/S corin g_G uid es/u 04a1_scorin g_guid e.h tm l 1 /1 O neW ay A N O VA S co rin g G uid e C RIT ER IA N ONP ER FO RM ANCE B ASIC P R OFIC IE N T D IS TIN GUIS H ED A pply th e a p pro pria te S PSS p ro ced ure s to c h eck a ssu m ptio ns a n d c alc u la te th e o ne w ay A NOVA to g en era te r e le van t o utp ut. D oes n ot p ro vid e S PSS o utp ut. P ro vid es s om e, b ut n ot a ll, o f th e r e quir e d o utp ut.
N um ero us e rro rs in S PSS o utp ut. A pplie s th e a ppro pria te S PSS p ro cedure s to c heck a ssum ptio ns a nd c alc ula te th e o ne w ay A N OVA to g enera te re le vant o utp ut. A pplie s th e a ppro pria te S PSS p ro cedure s to c heck a ssum ptio ns a nd c alc ula te th e o new ay A N OVA to g enera te r e le vant o utp ut. In clu des a ll r e le vant o utp ut; n o ir re le vant o utp ut is in clu ded. N o e rro rs in S PSS o utp ut. D evelo p a c o nte xt fo r t h e d ata s et, i n clu din g a d efin itio n o f r e q uir e d v aria b le s a n d s cale s o f m easu re m en t. D oes n ot d evelo p a c onte xt fo r th e d ata s et. I d entif ie s a c onte xt f o r th e d ata s et. D evelo ps a c onte xt fo r th e d ata s et, in clu din g a d efin it io n o f r e quir e d v aria ble s a nd s cale s o f m easure m ent. A naly zes th e c onte xt fo r th e d ata s et, d em onstra tin g in sig ht a nd u nders ta ndin g o f re le vant r e quir e d v aria ble s a nd s cale s o f m easure m ent. A naly ze th e a ssu m ptio ns o f a o new ay A NOVA . D oes n ot id entif y t h e a ssum ptio ns o f t h e o new ay A N OVA . I d entif ie s, b ut d oes n ot a naly ze, th e a ssum ptio ns o f th e o new ay A N OVA . A naly zes th e a ssum ptio ns o f th e o new ay A N OVA . E valu ate s th e a ssum ptio ns o f t h e o new ay A N OVA . A rtic u la te a r e searc h q uestio n, n ull h yp oth esis , a lte rn ativ e h yp oth esis , a n d a lp ha le vel. D oes n ot a rtic ula te a re searc h q uestio n, n ull h ypoth esis , a lt e rn ativ e h ypoth esis , a nd a lp ha le vel. P artia lly a rtic ula te s a r e searc h q uestio n, n ull h ypoth esis , a lt e rn ativ e h ypoth esis , a nd a lp ha le vel. A rtic ula te s a r e searc h q uestio n, n ull h ypoth esis , a lt e rn ativ e h ypoth esis , a nd a lp ha le vel. A rtic ula te s a re searc h q uestio n, n ull h ypoth esis , a lt e rn ativ e h ypoth esis , a nd a lp ha le vel in a n e xem pla ry m anner. I n te rp re t th e o new ay A NOVA o utp ut. D oes n ot id entif y t h e o new ay A N OVA o utp ut. P artia lly in te rp re ts t h e o new ay A N OVA o utp ut. I n te rp re ts th e o ne w ay A N OVA o utp ut. A naly zes th e o new ay A N OVA o utp ut, d em onstra tin g in sig ht a nd u nders ta ndin g o f re le vant d ata . D evelo p a c o nclu sio n, i n clu din g s tr e n gth s a n d lim ita tio ns o f a o new ay A NOVA . D oes n ot d is cuss t h e s tre ngth s a nd l im it a tio ns o f a o ne w ay A N OVA . D is cusses th e s tre ngth s a nd l im it a tio ns o f a o ne w ay A N OVA , b ut d oes n ot d evelo p a c onclu sio n. D evelo ps a c onclu sio n i n clu din g s tre ngth s a nd lim it a tio ns o f a o new ay A N OVA . D evelo ps a c onclu sio n th at a naly zes th e s tre ngth s a nd l im it a tio ns o f a o new ay A N OVA , d em onstra tin g in sig ht a nd u nders ta ndin g o f th e r e le vant d ata . C om munic ate in a m an ner th at is s ch ola rly , p ro fe ssio nal, a n d c o nsis te n t w ith e xp ecta tio ns fo r m em bers o f th e i d en tifie d fie ld o f s tu dy. D oes n ot c om munic ate in a m anner th at is s chola rly , p ro fe ssio nal, a nd c onsis te nt w it h th e e xpecta tio ns fo r m em bers in th e i d entif ie d fie ld o f s tu dy. I n consis te ntly c om munic ate s in a m anner th at is s chola rly , p ro fe ssio nal, a nd c onsis te nt w it h th e e xpecta tio ns fo r m em bers in th e i d entif ie d fie ld o f s tu dy. C om munic ate s in a m anner th at is s chola rly , p ro fe ssio nal, a nd c onsis te nt w it h th e e xpecta tio ns fo r m em bers in th e i d entif ie d fie ld o f s tu dy. W it h out e xceptio n, c om munic ate s in a m anner t h at is s chola rly , p ro fe ssio nal, a nd c onsis te nt w it h th e e xpecta tio ns fo r m em bers in t h e id entif ie d fie ld o f s tu dy.