First, we evaluated Inter-Rater`s reliability within and beyond the rating subgroups. Reliability between the speeders, expressed by intra-class correlation coefficients (CCIs), measures the degree to which the instrument used is able to distinguish between participants indicated by two or more advisors who reach similar conclusions (Liao et al., 2010; Kottner et al., 2011). Therefore, the reliability of advisors is a criterion of the quality of the assessment instrument and the accuracy of the evaluation procedure, not a measure of the quantification of the agreement between credit rating agencies. It can be considered as an estimate of the reliability of the instrument in a specific study population. This is the first study to assess the reliability of the ELAN questionnaire between the holds. We talk about the high reliability of Inter-Rater for the father-mother as well as for parent-teacher evaluations and for the study population as a whole. There was no systematic difference between the subgroups of advisors. This indicates that the use of ELAN with maternal assistants does not diminish her ability to distinguish between children with high vocabulary and low vocabulary. This report has two main objectives.
First, we combine known analytical approaches to perform a comprehensive assessment of the match and correlation of scoring pairs and unravel these often confusing concepts by providing an example of good practice for concrete data and a tutorial for future references. Second, we examine whether a screening questionnaire designed to be used with parents can be reliably used with maternal assistants in the evaluation of early expression vocabulary. The evaluation covers a total of 53 vocabularies (34 parent-teachers and 19 parent-parents-couples) collected for two-year-olds (12 bilingual). First, the reliability of intergroups is assessed using the intraclass correlation coefficient (CCI) both within and within subgroups. Then, based on this analysis of the reliability and test reliability of the tool used, the Inter-Rater agreement, the size and direction of the evaluation differences are analyzed. Finally, Pearson correlation coefficients in standardized vocabulary are calculated and compared across subgroups. The results highlight the need to distinguish between insurance measures, consistency and correlation. They also show the impact of reliability on the evaluation of agreements. This study shows that parent-teacher evaluations of children`s early vocabulary may achieve a similar match and correlation to those of mother-father assessments on the vocabulary scale assessed. The bilingualism of the child studied reduced the likelihood of counselor consent.
We conclude that future reports on the consistency, correlation and reliability of credit ratings will benefit from a better definition of stricter methodological concepts and approaches.