Standardizing an Assessment
Equally critical in the selection of standardization examiners is the issue of the examiner’s experience in administering standardized assessment instruments. Obtaining a sample for the standardization of an assessment instrument is typically the most time-consuming and labor-intensive phase of any standardization project. An example of obtaining a sample of convenience is a case where the assessment being standardized is a measure of depression. The reliability of a test refers to how consistently and precisely a test measures what it purports to measure. The primary purpose of training is to ensure intertester reliability in administration and scoring, provide a review of sample selection methods, and address the logistics of reliability and validity studies to be conducted during the standardization project. Establishing the reliability and validity of a test is a continuous process and impossible to thoroughly accomplish in a single study.