{"title":"Assessing Inter-rater Reliability With Heterogeneous Variance Components Models: Flexible Approach Accounting for Contextual Variables","authors":"Patrícia Martinková, František Bartoš, M. Brabec","doi":"10.3102/10769986221150517","DOIUrl":null,"url":null,"abstract":"Inter-rater reliability (IRR), which is a prerequisite of high-quality ratings and assessments, may be affected by contextual variables, such as the rater’s or ratee’s gender, major, or experience. Identification of such heterogeneity sources in IRR is important for the implementation of policies with the potential to decrease measurement error and to increase IRR by focusing on the most relevant subgroups. In this study, we propose a flexible approach for assessing IRR in cases of heterogeneity due to covariates by directly modeling differences in variance components. We use Bayes factors (BFs) to select the best performing model, and we suggest using Bayesian model averaging as an alternative approach for obtaining IRR and variance component estimates, allowing us to account for model uncertainty. We use inclusion BFs considering the whole model space to provide evidence for or against differences in variance components due to covariates. The proposed method is compared with other Bayesian and frequentist approaches in a simulation study, and we demonstrate its superiority in some situations. Finally, we provide real data examples from grant proposal peer review, demonstrating the usefulness of this method and its flexibility in the generalization of more complex designs.","PeriodicalId":48001,"journal":{"name":"Journal of Educational and Behavioral Statistics","volume":"48 1","pages":"349 - 383"},"PeriodicalIF":1.9000,"publicationDate":"2022-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"3","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Educational and Behavioral Statistics","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.3102/10769986221150517","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 3
Abstract
Inter-rater reliability (IRR), which is a prerequisite of high-quality ratings and assessments, may be affected by contextual variables, such as the rater’s or ratee’s gender, major, or experience. Identification of such heterogeneity sources in IRR is important for the implementation of policies with the potential to decrease measurement error and to increase IRR by focusing on the most relevant subgroups. In this study, we propose a flexible approach for assessing IRR in cases of heterogeneity due to covariates by directly modeling differences in variance components. We use Bayes factors (BFs) to select the best performing model, and we suggest using Bayesian model averaging as an alternative approach for obtaining IRR and variance component estimates, allowing us to account for model uncertainty. We use inclusion BFs considering the whole model space to provide evidence for or against differences in variance components due to covariates. The proposed method is compared with other Bayesian and frequentist approaches in a simulation study, and we demonstrate its superiority in some situations. Finally, we provide real data examples from grant proposal peer review, demonstrating the usefulness of this method and its flexibility in the generalization of more complex designs.
期刊介绍:
Journal of Educational and Behavioral Statistics, sponsored jointly by the American Educational Research Association and the American Statistical Association, publishes articles that are original and provide methods that are useful to those studying problems and issues in educational or behavioral research. Typical papers introduce new methods of analysis. Critical reviews of current practice, tutorial presentations of less well known methods, and novel applications of already-known methods are also of interest. Papers discussing statistical techniques without specific educational or behavioral interest or focusing on substantive results without developing new statistical methods or models or making novel use of existing methods have lower priority. Simulation studies, either to demonstrate properties of an existing method or to compare several existing methods (without providing a new method), also have low priority. The Journal of Educational and Behavioral Statistics provides an outlet for papers that are original and provide methods that are useful to those studying problems and issues in educational or behavioral research. Typical papers introduce new methods of analysis, provide properties of these methods, and an example of use in education or behavioral research. Critical reviews of current practice, tutorial presentations of less well known methods, and novel applications of already-known methods are also sometimes accepted. Papers discussing statistical techniques without specific educational or behavioral interest or focusing on substantive results without developing new statistical methods or models or making novel use of existing methods have lower priority. Simulation studies, either to demonstrate properties of an existing method or to compare several existing methods (without providing a new method), also have low priority.