Standardization(A. Anastasi) - this is "the uniformity of the procedure for conducting and evaluating the performance of the test." Thus, standardization is considered in two ways: as the development of uniform requirements for the procedure of the experiment and as the definition of a single criterion for evaluating the results of diagnostic tests. Standardization of the experimental procedure implies the unification of instructions, examination forms, methods for recording results, and the conditions for conducting the examination.
Stages of standardization
At the stage of developing a test, as well as any other method, a standardization procedure is carried out, which includes three stages.
The first stage of standardization psychological test is to create a uniform testing procedure. It includes the definition of the following points of the diagnostic situation:
- 1) testing conditions (room, lighting, and other external factors). Obviously, short-term memory capacity is better measured (for example, using the Wechsler digit repetition subtest) when there are no external stimuli, such as extraneous sounds, voices, etc.
- 2) The content of the instruction and the features of its presentation (tone of voice, pauses, speed of speech, etc.). For example, in the "10 words" test, each word must be presented after a certain time interval in seconds.
- 3) Availability of standard stimulus material. For example, the reliability of the results obtained significantly depends on whether the respondent is offered home-made G. Rorschach cards or standard cards with a certain color scheme and color shades.
- 4) Time limits for this test. For example, an adult respondent is given 20 minutes to complete the Raven test.
- 5) Standard form for performing this test. The use of a standard form facilitates the processing procedure.
- 6) Accounting for the impact of situational variables on the process and test results. Variables mean the state of the test subject (fatigue, overvoltage, etc.), non-standard testing conditions (poor lighting, lack of ventilation, etc.), interruption of testing.
- 7) Consideration of the influence of the behavior of the diagnostician on the process and the result of testing. For example, the approving and encouraging behavior of the experimenter during testing can be perceived by the respondent as a hint of the "correct answer", etc.
- 8) Accounting for the influence of the respondent's experience in testing. Naturally, the respondent, who is not the first time undergoing the testing procedure, has overcome the feeling of uncertainty and has developed a certain attitude towards the test situation. For example, if the respondent has already completed the Raven test, then most likely you should not offer it to him a second time.
The second stage of psychological test standardization is to create a uniform assessment of test performance: standard interpretation of the results obtained and preliminary standard processing. This stage also involves comparing the obtained indicators with the norm for performing this test for a given age (for example, in intelligence tests), gender, etc. (see below).
The third stage of standardization of the psychological test consists in determining the norms for performing the test.
Norms are developed for different ages, professions, genders, etc. Here are some of the existing types of norms:
school norms are developed on the basis of tests of school achievements or tests of school abilities. They are established for each school level and operate throughout the country.
Professional standards are established on the basis of tests for different professional groups (for example, mechanics of different profiles, typists, etc.).
Local norms are established and applied for narrow categories of people, distinguished by the presence of a common sign of age, gender, geographical area, socio-economic status, etc. For example, for the Wexler test for intelligence, the norms are limited by age limits.
National regulations are developed for representatives of a given nationality, nation, country as a whole. The need for such norms is determined by the specific culture, moral requirements and traditions of each nation.
The presence of normative data (norms) in standardized methods of psychodiagnostics is their essential characteristic.
There are requirements for the experiment:
- 1. Instructions should be communicated to the subjects in the same way, usually in writing; in the case of oral instructions, they are given in different groups in the same words, understandable to all, in the same manner;
- 2. No subject should be given any advantage over others;
- 3. During the experiment, additional explanations should not be given to individual subjects;
- 4. Experiment with different groups should be carried out at the same time of day, if possible, in similar conditions;
- 5. Time limits in the performance of tasks for all subjects should be the same, and so on.
Any norm usually changes over time along with the natural changes that occur in people's psychology over the years, so there is a rule according to which the norms of a test, especially an intellectual one, should be reviewed at least once every five years.
To fulfill the statistical norm, methods are used mathematical statistics x (x - arithmetic mean, - standard deviation). X 5
A percentile is the percentage of individuals in the standardization sample.
Under the leadership of Gurevich, tests are being developed in which the reference point is an objectively set socio-psychological standard, independent of the test results. It is implemented in a set of tasks that make up the test. The test itself in its entirety is such a standard.
When developing and applying any reference point, attention should be paid to the sample of subjects. In mathematical statistics, there are general population(population) and sample. Any large set of people about which we are going to draw conclusions is called the general population.
Sample is a part, or subset, of an aggregate. It is not customary to conduct studies for the population. Usually a group of people is selected from it - a sample of standardization, which is actually tested, and with its help the general population is estimated. In order for the estimates to be reliable, the sample must be representative, representative of the population under consideration, that is, its probable properties must match or be close to the properties of the general population.
One way to ensure the representativeness of the sample is to limit the population (sex, age, profession, health, socio-economic status, etc.). Such a population is defined as specific.
- 1. Selection of subjects in the standardization sample
- 2. Definition of a population with the allocation of significant, insignificant variables (age, gender) in its structure
- 3. The population is divided into parts depending on the significant variables.
- 4. Subjects are selected randomly and in proportion to the size of each significant part of the population. Minimum Threshold sampling - 200 people.
Statistical norm - a criterion by which the results of diagnostic methods are compared.
Age norm - as an indicator that appears in the Bene-Simon tests (the norm is to do all the tasks).
External criterion - performance criterion.
A percentile is the percentage of individuals in a standardization sample whose primary score is lower than that primary score. Percentiles indicate the relative position of an individual in the standardization sample. The lower the percentile, the worse the position of the individual. Percentiles should not be confused with regular percentages, which are primary indicators and represent the percentage of tasks completed correctly, while percentile is a derived indicator indicating the share of the total number of group members.
standardization reliability validity tests
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Before you start creating a test, you need to clearly know what it is for. A clear answer to this question is a necessary condition for work. Therefore, the first step is to formulate the purpose of the future test. After that, you should turn to the development of the specification of the future test. It is most convenient to do this in the form of a table, in which the content areas that are supposed to be measured will be located horizontally, and their manifestations, or the ways in which the content areas can appear, will be located vertically.
A clear understanding of the purpose of the future test, of course, makes it easier to build a list of what is to be measured. When specifying manifestations, it is important to ensure that the various forms of their implementation are distinguished.
In each task, only one question or one statement can be formulated. It is impossible to allow the appearance of tasks in which there are wordings like: "for this person and other people", "like others" and the like. Each task (question) should be extremely simple and clear. Avoid ambiguous wording and stick to the simplest answers possible. At the same time, it is necessary to strive to ensure that the subjects could not guess which trait this or that task is intended to measure. Otherwise, the answers will reflect their point of view on the severity of this trait in themselves, and not the real state of affairs.
Items should reflect specific, rather than general, aspects of the area of behavior being studied.
Wherever possible, the use of words such as "often", "rarely" and the like should be avoided. In other words, in the formulation of tasks, one must be very careful in using words indicating the frequency of actions. You should also avoid terms that express feelings. It is better to present the task in the context of behavior.
It is very important that any of the proposed answers is perceived by the subject as possible, probable. An answer perceived by the subject as incorrect will have a low probability of being chosen.
After developing all the tasks, you should return to them after a while and try to evaluate their wording again, once again make sure that they are all easy to understand and do not contain ambiguities. This requires the involvement of at least two or three experts. In personality questionnaires, as a rule, three types of tasks are used: dichotomous, trichotomous, and tasks with rating scales. Alternative choice tasks (dichotomous) are very popular, which are easy to understand, easy and convenient to process. This task requires the least response time. Their disadvantage is that the subjects are often not satisfied with the proposed alternative, they would like to see more answer options. Trichotomy items (three response options, such as "yes", "don't know", "no") are also common in questionnaires, and their advantage is that the subjects can express themselves more accurately than in the case of the alternative.
There are no rules that determine the number of answer choices. It is generally not recommended to use more than seven in questionnaires using rating scales. It is important to provide a sufficient number of response gradations so that the subjects are able to adequately express themselves. It should be remembered that in the developed questionnaire it is desirable to use only one type of tasks.
Test developers are well aware that the design, the form of presentation of the methodology, which is defined as its obvious (facial) validity, depends on how seriously it is perceived by the subjects as a survey tool. In any questionnaire, a block of basic information should be presented, which includes its name, as well as questions regarding name, gender, age, education, and some other data necessary for the researcher. The date of completion of the questionnaire must be indicated.
The instructions must be clear and easy to understand. It should indicate how to choose an answer and how to mark it in the reed. It also contains Additional Information, which the developer considers necessary to inform the subject.
To arrange the text of the questionnaire, one should be guided by such recommendations.
a) Each task is numbered.
b) Each line on the page should be short and contain no more than 10-12 words.
c) All tasks are arranged in a straight vertical strip from top to bottom in the left corner of the page.
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The teacher in his work does not always use ready-made tests for a number of reasons, one of the main among them is the simple lack of well-designed tests different kind. Therefore, it is often necessary for the teacher to develop certain tests himself, and in this regard, to own the methodology for compiling them. Let's dwell on some of its moments.
You need to know that creating standardized tests is a long and painstaking process. The introduction of tests is preceded by preliminary work on their compilation and testing. When developing tests, three components are distinguished: theoretical, practical and experimental (Fig. 3.1.).
The theoretical part of the work includes the study of literature, on the basis of which the development of tests, the content and requirements of programs, textbooks is carried out. Here the structure of tests, their characteristic features, signs, quality indicators are determined, those methods of mathematical statistics that will be required in the experimental part are highlighted.
During the implementation of the practical stage, instructions are given to the person being tested and the person conducting the testing, the preparation of test tasks and answers to them. An important place is given to the element-by-element structural and functional analysis of educational material. As a result, the elements of knowledge, skills and abilities that are necessary for mastering educational material and have the greatest applicability. Thus, tests are built on the basis of including the main semantic parts of the learning content, that is, the necessary concepts, definitions, facts, operations, algorithms. This takes into account the degree of formation of students of various mental operations(analysis, synthesis, concretization, generalization, comparison, etc.), based on the age characteristics of the subjects. Considerable attention is paid to the specifics and nature of typical mistakes of test takers, on the basis of which answers to test tasks are compiled.
During the practical stage of test development, the initial assessment of the rating scale takes place, and the mechanism for transferring the number of points into the resulting grade is considered.
At the practical stage, instructions are also developed for the teacher and test takers, and answer forms.
Table 3.1. Technology for designing didactic tests
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Practical stage |
Pilot stage |
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Based on the theoretical and practical stages, an experimental stage of test development is built. Here the quality of the content of the tests is assessed, the compliance of the tasks with the requirements is checked test form, statistical characteristics of the developed tests are revealed, conclusions are drawn about the suitability of the tests for the intended purposes.
At the experimental stage of test development, it is often necessary to return to the previous stages, so all three stages - theoretical, practical and experimental - are closely related and have a certain influence on each other (see Fig. 3.1.).
The technology for developing didactic tests is presented in more detail in Table 3.1.
Test creation is Long procces, requiring the work of a team of specialists (methodologists, psychologists, extras, etc.), and at the same time, the demand for tests developed by practicing teachers for a particular class is quite high. In this regard, it is advisable for the teacher to follow the recommendations below when developing tests.
Memo to the teacher on the development of the test
Define the goals of testing.
Highlight the knowledge, abilities, skills that are determined by the program and provide information about the level of assimilation of the topic or section under consideration.
Determine the types of test tasks corresponding to the allocated knowledge, skills and abilities.
4. Predict or highlight objective (educational) and subjective (psychological and methodological) difficulties and identify typical mistakes students while studying the topic, analyze the reasons for their occurrence. Use this work to compose distractors for test tasks.
Develop a set of test items to master the topic.
Conduct an examination of test items by inviting your colleagues to express their opinion about the test.
Make adjustments to the tests as needed.
Develop evaluation criteria, a methodology for processing results, build an appropriate scale for translation test score in the assessment of school performance.
Develop instructions for the teacher and instructions for students on how to work with the test.
At the stage of developing a test, as well as any other method, a standardization procedure is carried out, which includes three stages.
First stage
standardization of the psychological test is to create a uniform testing procedure. It includes the definition of the following points of the diagnostic situation:
1. testing conditions (room, lighting, and other external factors).
3. Availability of standard stimulus material. Time limits for this test. Standard form for performing this test. The use of a standard form facilitates the processing procedure.
4. Accounting for the influence of situational variables on the process and test results. Variables mean the state of the test subject (fatigue, overvoltage, etc.), non-standard testing conditions (poor lighting, lack of ventilation, etc.), interruption of testing.
5. Consideration of the influence of the behavior of the diagnostician on the process and the result of testing. For example, the approving and encouraging behavior of the experimenter during testing can be perceived by the respondent as a hint of the “correct answer”, etc.
6. Taking into account the influence of the respondent's experience in testing. Naturally, the respondent, who is not the first time undergoing the testing procedure, has overcome the feeling of uncertainty and has developed a certain attitude towards the test situation.
7. Second phase
standardization of the psychological test is to create a uniform assessment of test performance: standard interpretation of the results and standard pre-processing. This stage also involves comparing the obtained indicators with the norm for performing this test for a given age.
8. Third stage
standardization of the psychological test is to determine the norms of the test.
Norms are developed for different ages, professions, genders, etc.
The presence of normative data (norms) in standardized methods of psychodiagnostics is their essential characteristic.
Norms are necessary when interpreting test results (primary indicators) as a standard against which test results are compared.
At the stage of creating a test, a certain group of subjects is formed, on which this test is conducted. The average result of this test in this group is considered to be the norm. The average result is not singular, and the range of values. There are certain rules for the formation of such a group of subjects, or, as it is otherwise called, standardization samples.
Standardization sampling rules:
1. the sample of standardization should consist of respondents to whom the given test is, in principle, aimed,
2. The standardization sample must be representative, i.e. represent a reduced population model in terms of such parameters as age, gender, profession, geographical distribution, etc.,
The distribution of results obtained from testing the test subjects of the standardization sample can be depicted using a graph − normal distribution curve.
This graph shows which values of the primary indicators are included in the zone of average values (in the zone of the norm), and which are above and below the norm.
Derived indicators are obtained by mathematical processing of primary indicators.
Primary indicators for different tests cannot be compared with each other due to the fact that the tests have a different internal structure
It is important to remember that, as A. Anastasi wrote, “Any norm, no matter how it is expressed, is limited to a specific set of people for whom it was developed. As applied to psychological tests, they (norms) are by no means absolute, universal, or permanent. They simply express the performance of the test by subjects from the standardization sample.
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The first step in standardizing a psychological test is to create a uniform testing procedure. It includes the definition of the following points of the diagnostic situation:
1. testing conditions (room, lighting, etc.)
External factors). Obviously, the amount of short-term memory (Wechsler test) is best measured when there are no external stimuli, such as extraneous sounds, voices, etc.
3. Availability of standard stimulus material.
4. Time limits for this test.
5. Standard form for performing this test, which facilitates the processing procedure.
6. Consideration of the influence of situational variables on the process and test result (the state of the subject, external factors, interruption of the testing procedure).
7. Accounting for the influence of the diagnostician's behavior on the process and test results. For example, the approving - encouraging behavior of the experimenter during testing can be perceived as a hint of the correct answer.
8. Taking into account the influence of the respondent's experience in testing.
The second stage of psychological test standardization is to create a uniform assessment of test performance: standard interpretation of the results obtained and preliminary standard processing. This stage also involves comparing the obtained indicators with the norm for performing this test for a given age and gender.
The third stage of standardization of the psychological test consists in determining the norms for performing the test.
Representativeness is understood as a characteristic of the quality of a psychodiagnostic procedure.
A representative sample is a sample that, in terms of its main parameters, corresponds to the general population.
The representativeness of the sample can be checked by comparing the two distributions obtained for two random halves of the standardization sample (the sample on which the statistical norms are determined).
The general population is any large (finite or infinite) collection of objects (features) that we want to examine, or about which we are going to draw conclusions.
A sample is a part of the population that can be surveyed in practice and which corresponds to the characteristics of the population.
Sample classification:
Representative - a sample that adequately reflects the entire population in qualitative and quantitative terms / non-representative;
Large (more than 200), medium (less than 200) and small (less than 19);
Random and non-random sampling.
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