Sentence examples for variance assessment from inspiring English sources

The consequences of an incorrect measurement error variance assessment can be assessed by running a series of models, each altering one fixed error variance to first "half" and then "double" the original fixed value.

There is no good reason to shade one's measurement error variance assessment to be artificially small.

The covariance between alleles stemming from LD complicates the variance assessment, and epistatic effects, i.e., interactions between causal loci are often ignored.

Moreover genes are stable in the course of life, while environmental exposures are changing over time (let us think of diet) leading to more inherent measurement error in environmental exposure than in gene variance assessment.

Moreover, it has to be noted that the influence of creative activities on creative achievement is likely to be overestimated because of shared method variance (assessment within the same inventory).

The ICC was defined as the ratio of variance in quality of reporting of articles (article variability) over the total variance (including article variability, assessment variability, random error variability).

Deterministic methods such as RMA and KED provide a single predicted map with either aspatial (e.g., standard error, in regression techniques) or limited spatial (e.g., KED variance) assessments of errors, respectively.

Observing the distributional changes, and percentage changes in variance, that result from such artificial causal interventions assist in making more realistic error variance assessments.

Both the measurement error variance assessments and the model's latent structure should reflect any methodological concerns with the indicators, including methodological mess-ups.

Measures of usefulness of the course, content of the course, applying what was learned and comfort with teaching the course were highly correlated sharing from 34% of the variance (between assessment of the content and assessment of the usefulness of the course) to 62% of the variance between the content and applying the course.

Including recommended practices did not reduce the variance within assessments or between assessments within students (levels 1 and 2) for any of the assessment conditions, but it did explain a large part of the variance between sections for the CBT pretest and posttest, as shown in the bottom of Table 5.