Objectives
This project builds on the current research survey (see Urbánek, Cígler, Ježek, 2020) and also on the diploma thesis Analytical Methods in Psycholinguistic Research of Perception (Rudorfer, 2019), in which the author addressed the psycholinguistic and statistical approach in language performance tests and provided a number of analytical tools due to their focus and work with specific subjects using language (Czech, English and German), their perceptual, cognitive skills and language intelligence, which are key aspects of research study research. The proposed research study follows up on the dissertation and diploma thesis of the main researcher of the project. It expands it mainly in a specific focus on specific diagnostic tests and psychometric analysis options for proper revision and standardization for use in professional practice. The dissertation will focus on analytical methods for psychological diagnostic methods with a focus on literacy and language performance tests and their standardization.
The project also corresponds to the long tradition of the Department of Psychology, Faculty of Education, Charles University, whose area of interest is primarily issues of literacy, functional literacy and specific learning disabilities. A great advantage is the cooperation with leading experts on this topic working at the department (Kucharská, Kučerová, Seidlová Málková, Špačková, etc.). The acquired knowledge can be transferred in this way to the relevant subjects provided by the Department of Psychology, both in the field of psychology (especially in the follow-up master's degree, in which future counseling experts in education are prepared), and in all teaching disciplines.
We undoubtedly see the benefit of the project in relation to the scientific activities of the faculty / department and its direct use in pedagogical-psychological practice. In addition, the knowledge gained from this project can enrich the staff in the pedagogical sphere and research. We see this connection between the academic environment and school, pedagogical psychological, clinical and counseling practice as desirable.
Through the required financial support, we will be able to implement quality data collection and its subsequent valid statistical and psychometric processing. The resulting data will also be available to students and teachers of PedF UK in their scientific work.
The review of selected used diagnostic tools is based on the author, in its construction we will use the experience of the trainer, other members of the Department of Psychology and external experts. This work can also be further developed and can be beneficial both for the faculty and for collaborating experts in the field.
Objectives of the project solution:
The primary goal of the presented project is to map the awareness of the professional psychological public about psychometric standards and psychodiagnostic tools used, which have a component focused on language performance, as many Czech pedagogical and psychological methods do not contain all information about data processing, whether and how often they are reviewed. and the extent to which the diagnostic tool meets psychometric standards of validity and reliability. Two screening questionnaires in Czech and English (one for psychologists from practice, the other for researchers in the field of pedagogy and psychology) will help us to determine the level of awareness of the professional and academic community in the areas of use of standardization procedures.
Main issues of research screening:
• What are the main obstacles to the use of properly standardized diagnostic methods in professional practice?
• Who decides on the purchase and use of the tool, is there a comprehensive procedure, the effect of authority, custom or economic factors?
• Who performs and can perform psychodiagnostic/administration tools?
• Which institutions are responsible for the quality of the instrument?
• Is there a real demand for a controlling body that can recommend/review psychodiagnostic tools?
• How should such a body function and from what should it draw its authority?
• What are the most frequently used tools in pedagogical-psychological practice?
• What performance language tools are the most used in practice?
• Do frequently used tools meet psychometric standards?
• Is the proposed and frequently used diagnostic method sensitive enough to detect the problem?
Another partial goal is to map the most frequently used psychodiagnostic tools, which include items that are related to language performance and then process them into a single overview study.
Sources:
Cígler, H. (2019). Experiences in Close Relationships : České verze metod pro měření vazby vycházející z dotazníku ECR. E-psychologie, 13(4), doi. 10.29364/epsy.359
Ciharova, M., et. al. (2020). Beck depression inventory, second edition, Czech version: Demographic correlates, factor structure and comparison with foreign data. International Journal of Psychiatry in Clinical Practice, 1-9 doi:10.1080/13651501.2020.1775854
Dudek, F.J. (1979). The Continuing Misinterpretation of the Standard Error of Measurement. Psychological Bulletin 86(2), 335-337. doi: 10.1037/0033-2909.86.2.335
European Federation of Psychologists' Associations (2009). Model recenze podle EFPA pro popis a hodnocení psychologických testů. Formulář recenze testu a poznámky pro recenzenty, Verze 3.41. Testfórum, 0. Dostupný z WWW: <http://www.testforum.cz/>.
European Federation of Psychologists’ Associations (2005). European test user standards for test use in work and organizational settings. Version 1.92. Dostupné z www: http://www.efpa.eu/download /2d30edd3542f33c91295487b64877964
Harvill, L.M. (1991). Standard Error of Measurement. Educational Measurement: Issues and Practice, 10(2), 33–41. doi: 10.1111/j.1745-3992.1991.tb00195.x
Revelle, W. (2015).Chapter 7: Classical Test Theory and the Measurement of Reliability. In W. Revelle,An introduction to psychometric theory with applications in R, pp.205–239.
Emergency_sbornik_FINAL.pdf