Correlation: Definitions, Types and Importance | Statistics

In this article we will discuss about:- 1. Definitions of Correlation 2. Types of Correlation 3. Importance 4.
Methods 5. Uses of the Co-Efficient.

Definitions of Correlation:
According to English & English:
“Correlation is a relationship or dependence. It is the fact that two things or variables are so related that
change in one is accompanied by a corresponding or parallel change in the other.”

According to Ferguson:
“Correlation is concerned with describing the degree of relation between two variables.”
According to Guilford:
“A coefficient of correlation is a single number that tells us to what extent two things are related, to what
extent variation in one go with variations in the other.”
According to Lathrop:
“Correlation is a joint relationship between two variables.”
Types of Correlation:
1. Positive Correlation:
If the weight of an individual increases in proportion to increase in his height, the relation between this
increase of height and weight is called as positive correlation. It ranges from 0 to + 1. If it is 0 then there is
no relation at all. When it is + 1, then there is perfect positive correlation.

2. Negative Correlation:
It is just the opposite of positive correlation. If the weight of an individual does not increase in proportion
to increase in his height or if the weight of an individual decreases with an increase in height, then it is said
to be negative correlation, also ranges from 0 to -1. -1 is perfect negative correlation.

3. Zero Correlation:
Zero correlation is a correlation showing no relationship, or a correlation having a correlation coefficient of
zero.

Importance of Correlation:
Correlation is very important in the field of Psychology and Education as a measure of relationship between
test scores and other measures of performance. With the help of correlation, it is possible to have a correct
idea of the working capacity of a person. With the help of it, it is also possible to have a knowledge of the
various qualities of an individual.

After finding the correlation between the two qualities or different qualities of an individual, it is also
possible to provide his vocational guidance. In order to provide educational guidance to a student in
selection of his subjects of study, correlation is also helpful and necessary.

Methods of Finding Out the Correlation:

Various persons have suggested various methods for finding out correlation.

Two methods that are prevalent and important are:-

1. Rank order method.

2. Product Moment method.

Rank order Method:

Differences among individuals in many traits can often be expressed by ranking the subjects is 1 -2 – 3
order when such differences cannot be measured directly. For instance, individuals may be ranked in order
of merit for obedience, industriousness, punctuality, honesty, salesmanship or social adjustment. Similarly
various advertisements colour combinations, jokes and picture which are difficult to evaluate numerically
may be put in order of merit for beauty, humour, artistic quality or some other quality.

The formula for calculating the correlation by Rank order method is as under:

P (rho) stands for coefficient of correlation from rank differences.

∑D2 represents the sum of the squares of differences in rank. N represents number of pairs.
In order to illustrate this formula, we give below an example:
So we can interpret the present result .2 by saying that there is negligible positive correlation.

Uses of the Co-Efficient of Correlation:

The use of coefficient of correlation is very wide. In almost all social sciences this is now being increasingly
used. It is useful whenever each number of a group of individuals has been measured on two or more traits.
It expresses at one figure the average degree of resemblance etc., between the two traits.

Its specific uses may be given as follows:

1. Prognosis (Prediction):
The coefficient of correlation is used quite profitably in Prediction. In a number of studies it is used to
predict the success one will achieve in his further educational careers.

2. Reliability:
The co-efficient of correlation has been used very often to test the reliability. Through calculation of this
statistics it has been sought to be asserted whether or not a test measures on two successive occasions the
same type of thing.

3. Validity:
A test’s width value can be obtained through correlation. Whenever a test is constructed the tests, not what
it claims to test. This question is answered by the magnitudes of the coefficient with various criteria.

4. Test Construction:
The coefficient of correlation is also being used in the test construction. Whenever a new test is constructed,
there is always the questions of whether each element of the test is related to other elements or to the test
as a whole and as to whether each element is related to the criteria chosen. Those relationships are all
examined through the technique of correlation.

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 Characteristics of Good Measuring Instruments in Education
Good measuring instruments in education refer to all those standardized tools which help in assessing
student’s performance. Besides, in this topic, we are discussing the various important tools which help
in the assessment of student’s performance. Most noteworthy, it divides into 3 tests that are validity,
reliability, and usability.

Validity
The most important characteristics of any good test are validity. Moreover, it refers to the amount
to which the test serves its purpose. Or in other words, is describes the efficiency at which it
measures the performance what it aims to measure.

This validity also tests the concern and measures and how well it does its work. For example, to
judge the validity of any test it is necessary to know what is this test for. Also, it ascertains what is
the purpose of the test.

If a test doesn’t fulfill the real purpose still after showing consistent score then it is invalid. An
example of this that, if class 8 is given to class 5 then it is invalid.

Moreover, the validity of a test is classified into 4 types:

 Content validity- It refers to the extent to which the content of the test represents the content of the
course. In addition, a well-constructed test should not only contain the subject matter. But, also the
objective of instructions. Besides, its three main domains are cognitive, affective and psychomotor.
 Concurrent validity- This refers to the degree to which the test correlates to the criterion of the test and
acceptable for the measure. Moreover, at the time of testing this criterion is always available. Also, it
establishes a statistical tool that correlates and interpret test results.
 Predictive validity- This relates the actual performance of a student in a test with its achievement so that
we can predict they are true results. This is very helpful to predict the future outcomes of the test giver.
Also, this predicted result is available for future use of validation after a long period.
 Construct Validity- This measure the theoretical trait of the test. Moreover, test items must include some
mental factors like intelligence, reading comprehension, critical thinking, or mathematical aptitude.
Reliability
The meaning of reliability is accuracy and consistency. Also, it refers to the extent to which a test is
consistent, stable and dependent. In other words, the test approves what it represents. In addition,
the result in it is consistent and taking a test, again and again, will not change the result.
Furthermore, it gives the same result every time.

Example, Suppose if a student scores 70 marks in the maths paper on Wednesday. And on the next
Wednesday on the same test she/he scores 25 marks then we cannot rely on this data.

Besides, the inconsistency of the result of a single test limit and affect the person score. In
addition, it limits the samples to certain areas of the subject matter. Also, the disturbed mind of
examinee also affects his score.
Usability
It refers to the extent to which the test can be used without much expenditure of money effort and
time. Most noteworthy, it means practicability. Besides, there are certain factors that determine
the usability that we have mentioned below.

Administrability- It means that a test can be administered with clarity, ease, and uniformity.
Also, the direction is simple, concise, and clear. Besides, it specifies a time limit, sample questions,
and oral instructions. The provision for the test material is definite.

Scoreability- it concerns the score of the test. Also, a good test is easy to score. Scoring direction,
scoring key is simple, and an answer is available. Most noteworthy the test score is useful for
evaluation of students.

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What is the Criterion-referenced Test?

A criterion-referenced test is an assessment and test that measures student’s performance. Also,
these measures the performance of the students alongside fixed criteria. These criteria’s include
written and brief reports of what students are capable of doing at different stages.

In other words, the Criterion reference test is a set of fixed criteria. That used to measure student’s
performance. Also, these assess the student’s performance.

Meaning of Criterion-referenced Test

Criterion reference test is a method which uses test score to judge students. Also, they help to
generate statements about students’ behavior. Also, they use test scores as their reference.
Criterion reference mostly uses quizzes. The main objective of this is to check whether students
have learned the topic or not.

These generally have multiple-choice, true-false, and open-ended questions. They play an
important role to take a decision about student’s performance.

What are Norm-referenced tests?

These test measure student’s performance in comparison to other students. Also, the age and
question paper is same for both of them. They measure whether the students have performed
better or worse than other test takers. It is the theoretical average determined by comparing
scores.
 Characteristics of the Criterion Reference Test

 Authority
 Consistency
 Practically
 Subject Mastery
 Managed Locally

1. Authority
It actually assesses whether they measure what it claims or not. An individual item matches with
its goal. Also, if the situations and performance specified in the aim signify in the item or not.

2. Consistency
It means that if it always measures what it states. Also, consistency means if they have a high
degree of confidence in the scores or not. Any random error in the tool can make it unreliable.

3. Practicality
Not all assessment is reliable because of cost and time. It is not always possible to design reliable
and accurate tests. Also, the decision should considerably relate to important factors.

4. Subject Mastery
This help in the pathway the performance of students within the course of study. Also, test items
can be made to match precise purposes. Criterion reference test also judges how well the student
knows and understand the topic.

5. Managed Locally
Generally, these develope at the classroom level. Also, the teacher can easily check if the standards
are met or not. Besides, they also identify shortages. Results of tests are quickly obtained to give
students helpful feedback on performance.

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Difference between Norm and Criterion-referenced Test

Basis Criterion-Referenced Test Norm-Referenced Test

Each student is independently Judged on the basis of other

Performance
assessed. student’s performance.

It does not compare a student’s It compares a student’s

Comparison performance with other performance with other
students. students.

Its main objective is to help Its main objective is to assess a

Objective
students learn without getting student’s performance with
 questioned about grades. other students.

They have fixed criteria for Their criteria changes with

Criteria
assessment. outcomes.

Takes little time to derive

Results Results can be derived quickly.
results.

Examples Clinical skill competency tools. Class examination.

Conclusion
After going through the characteristics and difference between norm and criterion-referenced test
we can conclude the following things. First of all, both are suitable for different tasks. Secondly,
both have their own criteria of judgment. And lastly, they follow different norms and values.

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Meaning and Characteristics of Norm-Referenced Test

What is the Norm-Referenced Test?

A norm-referenced test is a uniform test. It ranks and compares students in relation to one
another. Also, they measure performance on the basis of the theoretical average. Besides, it
compares the result of a statistically selected group.

In simple words, norm reference tests compare student’s performance with others. Also, they all
have taken the same test and assessment. Besides, norm reference test calculating process is
known as “norm process”. And its compare group is “norming group”.

Meaning of Norm-referenced Test

It determines the position of students. Also, it assesses their performance and measures their
behavior. These guesses derive from analysis test scores. This identifies students test is better or
worse than others.

Characteristics of the Norm-referenced test

The characteristics of the norm reference test are as follows:

1. Defining
They measure the performance of a student in comparison to all students. But it does not define
the meaning of all. Thus, they measure the success of an educational restructuring against fixed
aims.
2. Preset results
It means that the norms were traditionally set. And the score level is set at 50 percent. But, this
goal is really high to achieve if we talk about all the students.

3. Quality of Grades
The norms for grading are set by teachers according to them. But they have to judge the
performance of students. Also, the level of knowledge of both is different.

4. Changing Difficulty level

The difficulty level of scores changes from year to year. Also, the passing rates of students vary
from class to class. Likewise, 4th grade has different difficulty level and 10th grade has a different
difficulty level.

5. Fear of Failure
In norm reference test the students have fear of failure. Besides, it compares their performance
with other students.

6. Be competitive
Give students a chance to improve their performance. Also, students can know how much they
have to prepare to compete with others.

7. Being self-confident
It means that students should take their performance confidently. Also, they should work hard to
improve their performance.

What is Criterion-referenced Test?

Extent and assessment of criterion and norm-referenced test

Basis Norm-Referenced Tests Criterion-Referenced Test

Decide whether students have

Rank students with respects to achieved the skills or not.
their achievements.
Purpose Also, find about how much
students know before and
Tell apart between high and
after instructions has been
low-grade achievers.
given.

Deals with broad skills areas

Deals with a specific skill which
Content with samples from a variety of
make a chosen course of study.
textbooks.
 These skills tests on less than
four items.
These skills tests on at least four
Their difficulty level varies items to obtain an adequate
sample.
from others.
Characteristics of items
These all are parallel in
Items tell apart high and low difficulty.
grades.

Compare each individual test

giver with other test givers. Judges each individual
Expresses scores in percentage performance on the basis of set
or an equal grade. standards.
explanation of scores Achievement report of Achievement report of
students is for broad areas. students is for individual
But some report for skills.
individual skills.