Correlation Calculated From Faulty Data

Spearman, C.

doi:10.1111/j.2044-8295.1910.tb00206.x

Cited by 767 publications

(745 citation statements)

References 0 publications

Supporting

Mentioning

695

Contrasting

Unclassified

Order By: Relevance

“…Equation (D11), which was first proposed by Spearman (1910), and equation (3) in the main text will give the same results (in expected terms) as long as none of the assumptions are violated. This provides a convenient check for our empirical results.…”

Section: Figure B2 Suspect Flows (Small Establishments)supporting

confidence: 59%

Inter-industry labor flows

Neffke

Otto

Weyh

2017

Journal of Economic Behavior & Organization

103

View full text Add to dashboard Cite

Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte.

show abstract

Section: Figure B2 Suspect Flows (Small Establishments)supporting

confidence: 59%

Inter-industry labor flows

Neffke

Otto

Weyh

2017

Journal of Economic Behavior & Organization

103

View full text Add to dashboard Cite

show abstract

“…The first definition is that introduced by Brown (2) and by Spearman (33), namely, that we seek to predict correlation with a test whose halves are c and d, possessing data from a test whose halves are a and b, and that V~ ~-Vb ~-~ V~ --V~; and…”

Section: A Comparison Of Split-half Formulasmentioning

confidence: 99%

Coefficient Alpha and the Internal Structure of Tests

1951

View full text Add to dashboard Cite

A general formula (a) of which a special case is the KuderRichardson coefficient of equivalence is shown to be the mean of all split-half coefficients resulting from different splittings of a test. is therefore an estimate of the correlation between two random samples of items from a universe of items like those in the test. ~ is found to be an appropriate index of equivalence and, except for very short tests, of the first-factor concentration in the test. Tests divisible into distinct subtests should be so divided before using the formula. The index ~j, derived from a, is shown to be an index of inter-item homogeneity. Comparison is made to the Guttmau and Loevinger approaches. Parallel split coefficients are shown to be unnecessary for tests of common types. In designing tests, maximum interpretability of scores is obtained by increasing the firat-facter concentration in any separately-scored subtest and avoiding substantial group-factor clusters within a subtest. Scalability is not a requisite. I. Historical Resum~Any research based on measurement must be concerned with the accuracy or dependability or, as we usually call it, reliability of measurement. A reliability coefficient demonstrates whether the test designer was correct in expecting a certain collection of items to yield interpretable statements about individual differences (25).Even those investigators who regard reliability as a pale shadow of the more vital matter of validity cannot avoid considering the reliability of their measures. No validity coefficient and no factor analysis can be interpreted without some appropriate estimate of the magnitude of the error of measurement. The preferred way to find out how accurate one's measures are is to make two independent measurements and compare them. In practice, psychologists and educators have often not had the opportunity to recapture their subjects for a second test. Clinical tests, or those used for vocational guidance, are generally worked into a crowded schedule, and there is always a de-*The assistance of Dora Damrin and Willard Warrington is gratefully acknowledged. Miss Damrin took major responsibility for the empirical studies reported. This research was supported by the Bureau of Research and Service, College of Education. 297 298 PSYCHOMETRIKA sire to give additional tests if any extra time becomes available. Purely scientific investigations fare little better. It is hard enough to schedule twenty tests for a factorial study, let alone scheduling another twenty just to determine reliability.This difficulty was first circumvented by the invention of the splithail approach, whereby the test is rescored, half the items at a time, to get two estimates. The Spearman-Brown formula is then applied to get a coefficient similar to the correlation between two forms. The split-half Spearman-Brown procedure has been a standard method of test analysis for forty years. Alternative formulas have been developed, some of which have advantages over the original. In the course of our development, we shall re...

show abstract

“…It would be well-advised to lengthen the measurement instruments with more word problems to increase their reliability. For instance, to increase the internal consistency of the VisA instrument up to α00.80, researchers might consider adding two or three comparable word tasks (Spearman 1910). Another more general limitation of most on-line measurement instruments is their obtrusive nature which might bias students' responses in a certain direction (Schraw 2010).…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Towards efficient measurement of metacognition in mathematical problem solving

Jacobse

Harskamp

2012

Metacognition Learning

115

View full text Add to dashboard Cite

Metacognitive monitoring and regulation play an essential role in mathematical problem solving. Therefore, it is important for researchers and practitioners to assess students' metacognition. One proven valid, but time consuming, method to assess metacognition is by using think-aloud protocols. Although valuable, practical drawbacks of this method necessitate a search for more convenient measurement instruments. Less valid methods that are easy to use are self-report questionnaires on metacognitive activities. In an empirical study in grade five (n039), the accuracy of students' performance judgments and problem visualizations are combined into a new instrument for the assessment of metacognition in word problem solving. The instrument was administered to groups of students. The predictive validity of this instrument in problem solving is compared to a wellknown think-aloud measure and a self-report questionnaire. The results first indicate that the questionnaire has no relationship with word problem solving performance, nor the other two instruments. Further analyses show that the new instrument does overlap with the thinkaloud measure and both predict problem solving. But, both instruments also have their own unique contribution to predicting word problem solving. The results are discussed and recommendations are made to further complete the practical measurement instrument.

show abstract

Correlation Calculated From Faulty Data

Cited by 767 publications

References 0 publications

Inter-industry labor flows

Inter-industry labor flows

Coefficient Alpha and the Internal Structure of Tests

Towards efficient measurement of metacognition in mathematical problem solving

Contact Info

Product

Resources

About