The traditional percentage and correlational methods of estimating reliability of duration recording were compared to the reliability obtained with an event‐by‐event examination of observers' records in which the actual percentage of time that the observers were in agreement was calculated. While observing standardized videotapes, eight volunteer undergraduate students recorded “studying” using a specific definition and “not eating” using a nonspecific definition. The order of persentation and level of definition specificity were reversed for eight additional volunteer observers. Recordings were done on an event recorder. It was found that the traditional percentage reliability scores were significantly higher than actual (event‐by‐event) observer agreement for both behaviors, at both levels of definition specificity. Correlational reliability coefficients were significantly greater than event‐by‐event scores for specific definitions only. Implications of the findings include the possibility that duration recording, which does not involve a permanent product (e.g., when using a stopwatch), may be periodically checked for reliability with an event recorder, or that interval recording may be used.
|Original language||English (US)|
|Number of pages||7|
|Journal||Psychology in the Schools|
|State||Published - 1985|
ASJC Scopus subject areas
- Developmental and Educational Psychology