| PDF Pages<\/th>\n | PDF Title<\/th>\n<\/tr>\n | ||||||
|---|---|---|---|---|---|---|---|
| 130<\/td>\n | National foreword <\/td>\n<\/tr>\n | ||||||
| 135<\/td>\n | Foreword <\/td>\n<\/tr>\n | ||||||
| 136<\/td>\n | 0 Introduction <\/td>\n<\/tr>\n | ||||||
| 139<\/td>\n | 1 Scope 2 Normative references 3 Terms and definitions <\/td>\n<\/tr>\n | ||||||
| 142<\/td>\n | 4 General principles 4.1 General requirements for statistical methods <\/td>\n<\/tr>\n | ||||||
| 143<\/td>\n | 4.2 Basic model 4.3 General approaches for the evaluation of performance <\/td>\n<\/tr>\n | ||||||
| 144<\/td>\n | 5 Guidelines for the statistical design of proficiency testing schemes 5.1 Introduction to the statistical design of proficiency testing schemes 5.2 Basis of a statistical design <\/td>\n<\/tr>\n | ||||||
| 145<\/td>\n | 5.3 Considerations for the statistical distribution of results <\/td>\n<\/tr>\n | ||||||
| 146<\/td>\n | 5.4 Considerations for small numbers of participants 5.5 Guidelines for choosing the reporting format 5.5.1 General requirements for reporting format <\/td>\n<\/tr>\n | ||||||
| 147<\/td>\n | 5.5.2 Reporting of replicate measurements 5.5.3 Reporting of \u2018less than\u2019 or \u2018greater than\u2019 a limit (censored data) 5.5.4 Number of significant digits <\/td>\n<\/tr>\n | ||||||
| 148<\/td>\n | 6 Guidelines for the initial review of proficiency testing items and results 6.1 Homogeneity and stability of proficiency test items <\/td>\n<\/tr>\n | ||||||
| 149<\/td>\n | 6.2 Considerations for different measurement methods 6.3 Blunder removal <\/td>\n<\/tr>\n | ||||||
| 150<\/td>\n | 6.4 Visual review of data 6.5 Robust statistical methods <\/td>\n<\/tr>\n | ||||||
| 151<\/td>\n | 6.6 Outlier techniques for individual results <\/td>\n<\/tr>\n | ||||||
| 152<\/td>\n | 7 Determination of the assigned value and its standard uncertainty 7.1 Choice of method of determining the assigned value 7.2 Determining the uncertainty of the assigned value <\/td>\n<\/tr>\n | ||||||
| 153<\/td>\n | 7.3 Formulation <\/td>\n<\/tr>\n | ||||||
| 154<\/td>\n | 7.4 Certified reference material 7.5 Results from one laboratory <\/td>\n<\/tr>\n | ||||||
| 155<\/td>\n | 7.6 Consensus value from expert laboratories <\/td>\n<\/tr>\n | ||||||
| 156<\/td>\n | 7.7 Consensus value from participant results <\/td>\n<\/tr>\n | ||||||
| 157<\/td>\n | 7.8 Comparison of the assigned value with an independent reference value <\/td>\n<\/tr>\n | ||||||
| 158<\/td>\n | 8 Determination of criteria for evaluation of performance 8.1 Approaches for determining evaluation criteria <\/td>\n<\/tr>\n | ||||||
| 159<\/td>\n | 8.2 By perception of experts 8.3 By experience from previous rounds of a proficiency testing scheme 8.4 By use of a general model <\/td>\n<\/tr>\n | ||||||
| 160<\/td>\n | 8.5 Using the repeatability and reproducibility standard deviations from a previous collaborative study of precision of a measurement method 8.6 From data obtained in the same round of a proficiency testing scheme <\/td>\n<\/tr>\n | ||||||
| 161<\/td>\n | 8.7 Monitoring interlaboratory agreement <\/td>\n<\/tr>\n | ||||||
| 162<\/td>\n | 9 Calculation of performance statistics 9.1 General considerations for determining performance 9.2 Limiting the uncertainty of the assigned value <\/td>\n<\/tr>\n | ||||||
| 163<\/td>\n | 9.3 Estimates of deviation (measurement error) <\/td>\n<\/tr>\n | ||||||
| 164<\/td>\n | 9.4 z scores <\/td>\n<\/tr>\n | ||||||
| 165<\/td>\n | 9.5 z\u2032 scores <\/td>\n<\/tr>\n | ||||||
| 166<\/td>\n | 9.6 Zeta scores (\u03b6) <\/td>\n<\/tr>\n | ||||||
| 167<\/td>\n | 9.7 En scores <\/td>\n<\/tr>\n | ||||||
| 168<\/td>\n | 9.8 Evaluation of participant uncertainties in testing <\/td>\n<\/tr>\n | ||||||
| 169<\/td>\n | 9.9 Combined performance scores 10 Graphical methods for describing performance scores 10.1 Application of graphical methods <\/td>\n<\/tr>\n | ||||||
| 170<\/td>\n | 10.2 Histograms of results or performance scores 10.3 Kernel density plots <\/td>\n<\/tr>\n | ||||||
| 172<\/td>\n | 10.4 Bar-plots of standardized performance scores 10.5 Youden plot <\/td>\n<\/tr>\n | ||||||
| 173<\/td>\n | 10.6 Plots of repeatability standard deviations <\/td>\n<\/tr>\n | ||||||
| 174<\/td>\n | 10.7 Split samples 10.8 Graphical methods for combining performance scores over several rounds of a proficiency testing scheme <\/td>\n<\/tr>\n | ||||||
| 175<\/td>\n | 11 Design and analysis of qualitative proficiency testing schemes (including nominal and ordinal properties) 11.1 Types of qualitative data <\/td>\n<\/tr>\n | ||||||
| 176<\/td>\n | 11.2 Statistical design 11.3 Assigned values for qualitative proficiency testing schemes <\/td>\n<\/tr>\n | ||||||
| 178<\/td>\n | 11.4 Performance evaluation and scoring for qualitative proficiency testing schemes <\/td>\n<\/tr>\n | ||||||
| 180<\/td>\n | Annex A (normative) Symbols <\/td>\n<\/tr>\n | ||||||
| 182<\/td>\n | Annex B (informative) Homogeneity and stability of proficiency test items <\/td>\n<\/tr>\n | ||||||
| 190<\/td>\n | Annex C (informative) Robust analysis <\/td>\n<\/tr>\n | ||||||
| 201<\/td>\n | Annex D (informative) Additional guidance on statistical procedures <\/td>\n<\/tr>\n | ||||||
| 206<\/td>\n | Annex E (informative) Illustrative examples <\/td>\n<\/tr>\n | ||||||
| 229<\/td>\n | Annex F (Informative) Example of computer code for plotting and resampling analysis (\u201cbootstrapping\u201d) of PT results <\/td>\n<\/tr>\n | ||||||
| 230<\/td>\n | Bibliography <\/td>\n<\/tr>\n<\/table>\n","protected":false},"excerpt":{"rendered":" Tracked Changes. Statistical methods for use in proficiency testing by interlaboratory comparison<\/b><\/p>\n |