Reliability exists in psychology exists in various types. Inter-rater reliability refers to methods of data collection and measurements of data collected statically (Martinkova et al.,2015). The inter-rater reliability main aim is scoring and evaluation of data collected. A rater is described as a person whose role is to measure the performance and behaviour of human beings. Raters need to close in on their human or animal on purpose of observation so as to retrieve more reliable data. The methodology used in acquiring the data will determine the validity of the test. In psychology, when the performance of the inter-rater reliability is high, proves that different people undergoing evaluation are recording similar behaviours.
How to train the assistants so that they have high inter-rater reliability.
Rater Error Training
Raters are usually prone to errors. Errors tend to reduce accuracy rate of an inter reliability test. There are various components of errors (Barnett et al.,2015). Distributional errors are errors that occur when raters fail to discriminate their ratees. Distributional errors may occur as, severity error, central tendency and leniency error. Severity error usually crops when ratees are poorly rated. Leniency error occurs when rater is prone to highly rating the ratees. Central tendency tends to occur when the rater awards the ratees same scores. In studying the behaviour of children after viewing videos on violence, RVT will assist in acquiring results for the children who are more accurate. RVT will reduce errors relating to ratees being poorly rated by the elimination of distribution errors. Aggression among children may not be same among children. Raters need to identify and select children who may be affected adversely and give the correct score. Raters are not required to generalize the effects of the video on the children. RVT will be able to show how accurately they reacted to the bomb toy.
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Frame-to-referencing training
FOR significant role is to enhance accuracy ratings (Sattler et al.,2015). FOR involves rater being trained to achieve required standards of performance. FOR mainly reduces errors that may arise in scaling of the rate by the rater. Raters are required to include a reference point that will match the ratees correct scores. Raters are required to involve cognitive skills when carrying out ratings. FOR relies more on content in terms of rating. Raters are required to include thinking the approach in rating ratees. FOR requires raters to develop their own theories that will help in rating the ratees. The technique will help the four raters carrying out the research. The children were being observed how they reacted to a bomb toy after viewing the video. My four assistants are required to provide a fairground in giving scores on reactions of the children on toy bomb. Reactions of the children will be different depending on how the video affected the children mentality on bombs.
Rater Variability Training
RVT aims at improving the knowledge of raters in reducing errors. RVT does not significantly increase the accuracy levels in terms of hallo effect and leniency (Stein,2017). Feedback session in RVT is regarded as the most significant. Training of assistants in RVT requires the trainer to provide feedback sessions which involver the trainer is comparing the scores of the rate and outlining the behavioural differences in rates. The technique will equip my assistants in knowing the effects of violence related to bombings. My assistants will also be able to give scores according to the feedback acquired from the children findings.
Behavioural Observation Training
The training of rater assistants aim is to improve perception, detection and perception behaviours. Performance appraisals are usually significant in ensuring data is correctly observed by raters from their ratees. Involvement of keeping a track record on behaviours of ratees. Maintenance of memory plays a significant role in the process performance appraisal. Techniques used in behavioural observation by raters are usually significant in giving accurate scores. However, as much as BOH technique gives better training knowledge, most organizations have shied away from the technique. The technique will involve the rater observing the perceptions behaviour of the children after viewing the violence videos.
Self-leadership training
Self-leadership training involves the assistant rater tutoring himself on leadership skills . The technique is aim at improving the self-confidence junior raters. The process aims at giving a junior tutor self-motivation and direction in carrying out tests. The technique will self-equip on how to handle the children.
Conclusion
From the above training techniques of raters, we get to learn how my assistant raters will be able to acquire feedback which is free of errors.
Resources
Barnett, L., Reynolds, J., Faigenbaum, A. D., Smith, J. J., Harries, S., & Lubans, D. R. (2015). Rater agreement of a test battery designed to assess adolescents’ resistance training skill competency. Journal of science and medicine in sport , 18 (1), 72-76.
Martinkova, P., & Goldhaber, D. (2015). Improving teacher selection: The effect of inter-rater reliability in the screening process. University of Washington Center for Education Data & Research Working Paper , (2015-7).
Sattler, D. N., McKnight, P. E., Naney, L., & Mathis, R. (2015). Grant peer review: improving inter-rater reliability with training. PloS one , 10 (6), e0130450.
Stein, M. (2017). The impact of a common factors, principle-based supervisory approach on treatment outcomes at a psychology training clinic . Palo Alto University.
