The Intra-rater Reliability of Nine Content-Validated Technical Skill Assessment Instruments (TSAI) for Athletic Taping Skills.
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Bibliographic record
Abstract
Objective: To establish the intra-rater reliability of nine content-validated Technical Skill Assessment Instruments (TSAI) for the skills of athletic taping. Setting: University of Calgary. Subjects: Canadian Certified Athletic Therapists, CAT(C), with a mean ± SD of 9.6 ± 10.8 years as a CAT(C), 7.8 ± 10.9 years as a Supervisory Athletic Therapist, 8.5 ± 12.0 years teaching athletic taping skills, and 9.2 ± 11.5 years evaluating athletic taping skills. Design: Six Certified Athletic Therapists from Canada completed the repetitive evaluations of nine different athletic taping scenarios. Each rater evaluated the performance of a student therapist taping a standardized patient while using the appropriate TSAI designed for each athletic taping scenario. Evaluations occurred once per month for five successive months. Raters viewed the performances on a portable DVD player at a central testing site. Measurements: The percent scores of 270 completed TSAIs were used for analysis. ICC (3, k) was used to quantify the intra-rater reliability. We used a One-way ANOVA with repeated measures to determine if mean differences across testing months existed within raters. Significance was achieved with α = 0.05. Results: ICC values for the nine TSAIs ranged from 0.65 to 0.95 with Ankle 3 and Thumb 2 achieving the lowest and highest ICC values respectively. One-way ANOVA with repeated measures did not provide significant mean differences between testing months within each rater. Conclusion: The nine TSAIs possess substantial to almost perfect reliability with seven TSAIs appropriate for summative evaluations and two appropriate for formative evaluations.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it