Standardisering av språk-, lese-, matematikk- og utøvende funksjonstester for barn i Norge (teSTand)

The teSTand project aims to standardize tests of language, reading and numeracy in order to address the high demand for standardized tests in Norway for both clinical and research use.

Image may contain: Child, Learning, Technology, Play, Electronic device.

The demand for standartized tests for clinical and research use is high in Norway. (Illustration: Colourbox)

Goal

In particular the aim is to first create a digitalized form of tests that have been either developed in Norwegian or have been adapted from English and secondly to obtain norms from a representative Norwegian sample. These tests include language tests (vocabulary, phonological awareness and morphological awareness), one reading test, numeracy tests and a rating-scale of executive functions.

Background

In order to identify a child’s level of ability and possible difficulties in language, reading, numeracy and executive functions, researchers and practitioners use tests. When the tests are standardized, they allow for comparisons between the obtained score of one child and the scores of same-age children of typical development in a given test. Such information is valuable in order to detect and identify possible delays or difficulties that this child may have and consequently help them develop the most suitable psycho-educational interventions for treating these difficulties. In addition, when children’s skills are assessed early and delays in children’s development are identified, it gives the opportunity to develop interventions in order to prevent later difficulties with reading and mathematics.

However, there is a significant lack of standardized Norwegian tests and it is common practice that researchers and practitioners are obliged to use tests that have only been translated and adapted to Norwegian from English.

About the project

This is a three-year project and will be implemented in four phases:

First phase

  • Digitalization of tests so that they are more user-friendly and more reliable.
  • Pilot study for assessing the psychometric properties of two tests
  • Specification of sample selection procedures

Second phase

Data collection:

  • Test administration at kindergarten, 1st, 2nd and 3rd grades (800 children in total; 200 children in each grade level)
  • Completion of a rating-scale about primary-school children’s executive functions by teachers and parents

Third phase

  • Scoring and data entry
  • Quality check of data entries

Fourth phase

  • Data analysis and preparation of test manuals

Funding

The project is funded by UNIFOR (Robert og Ella Wenzins legat ved Universitetet i Oslo).

Published Mar. 6, 2020 11:56 AM - Last modified Apr. 7, 2020 5:06 PM

Contact

Project Leader: Vasiliki Diamanti, Associate Professor/Head of Oslo SPeLL, Department of Special Needs Education, UiO