Showing papers on "Intraclass correlation published in 1973"
TL;DR: The use of kappa implicitly assumes that all disagreements are equally serious as discussed by the authors, which is not the case, and hence the use of the kappa scale implicitly implies that not all disagreements will be equally serious.
Abstract: or weighted kappa (Spitzer, Cohen, Fleiss and Endicott, 1967; Cohen, 1968a). Kappa is the proportion of agreement corrected for chance, and scaled to vary from -1 to +1 so that a negative value indicates poorer than chance agreement, zero indicates exactly chance agreement, and a positive value indicates better than chance agreement. A value of unity indicates perfect agreement. The use of kappa implicitly assumes that all disagreements are equally serious. When the investigator can specify the relative seriousness of each kind of disagreement, he may employ weighted kappa, the proportion of weighted agreement corrected for chance. For measuring the reliability of quantitative scales, the product-moment and intraclass correlation coefficients are widely
2,986 citations
TL;DR: These tables suggest that quantitative genetic analyses, including studies of the genetic correlation among characters, should not be undertaken unless resources are available which would allow the testing of at least 400 families of four members each.
Abstract: Standard errors of heritability as estimated by four different methodologies (regression of offspring on midparent values, regression of offspring on singleparent values, intraclass correlation of full sibs, and intraclass correlation of half sibs) are tabulated. Standard errors of the genetic correlation (correlation between additive genetic values for two characters on the same individuals in a population) as estimated by analogous methods are also presented. These tables suggest that quantitative genetic analyses, including studies of the genetic correlation among characters, should not be undertaken unless resources are available which would allow the testing of at least 400 families of four members each.
93 citations
15 citations
TL;DR: A review is provided of methods that estimate the magnitude of effects within experimental designs that apply to many non-ANOVA type situations, but only to the Fixed Effects ANOVA design.
Abstract: Summary A review is provided of methods that estimate the magnitude of effects within experimental designs. Intraclass correlation type procedures are appropriate with any ANOVA model. Friedman's r m and Cohen's power analysis apply to many non-ANOVA type situations, but only to the Fixed Effects ANOVA design. The Gaito utility procedure has two advantages over other intraclass correlation type measures: the coefficients sum to unity (or to 100%), and coefficients for error components are obtained.
10 citations
TL;DR: In this article, it is suggested that the item intraclass correlation should be used as an index for item selection in tests designed for the measurement of class performance, and that using the intra-class correlation yields different results than using item-test correlation coefficients.
Abstract: Achievement tests are used for discrimination both among individuals and among classes. Item selection procedures which are recommended for constructing tests for individual differentiation may not be adequate for tests for discrimination among classes. It is suggested that the item intraclass correlation should be used as an index for item selection in tests designed for the measurement of class performance. An example is presented which shows that using the intraclass correlation for item selection yields different results than using item-test correlation coefficients. Tests employed in the field of education may serve the purpose of describing traits of individuals or traits of groups. Consequently since the time that educational tests became scientifically based, they have been used for discrimination both among individuals and among classes. In spite of the practical difference between discriminations of these two types, educational research has not paid enough attention to the existence of such differences, and therefore little systematic study has been devoted to its implications for the planning of educational studies, for the construction of instruments, and for analysing educational data. The difference between two types of units of observation, i.e. the individual performance and the class average, also requires differentiation between item-selection procedures.
9 citations
4 citations