Test-retest reliability was constructed based on the scores obtained twice with the same instrument on the same individual with one week of time interval on 330 students. The IQ ranges of SB5-BD for age norm of 6 to 16 years children are 86 to 152. Their raw scores were ranked in 19 scores group and then the Full Scale Intelligence Quotient (FSIQ) was constructed from the ranks. The norms were developed on 3300 students from the raw scores that were obtained in the record form. Based on the raw scores obtained from the ten subtests, age norm was calculated separately for the 11 age groups. The overall reliability coefficient (α=0.84) suggests that there is high and increasing correlation among the items. In order to retain the original theme, the items were replaced with native content/symbol or object, made the items culture friendly, and often retranslated the questions for better understanding of the students. After translating the original SB5 into Bangla, item analysis, as a first step of standardization process, was carried out through SB5 tool kit among the 330 students of 11 age levels (6-16 years) to scrutinize the strengths and weaknesses of the test items. For the calculation of norm, the study has considered students from six divisional metropolitan cities to represent Bangladesh. Thus, the present research was conducted in four steps (item analysis, norm development, reliability and validity) as a part of standardization process of an intelligence scale. Hence, the research was designed to complete the criterion for standardizing the psychological ability test. The study aims to standardize the Stanford-Binet Intelligence Scale (Fifth Edition) in Bangla for use in urban Bangladesh in order to fill up the gap in the psychometric sector. Bangladesh has a dreadful need to improve and update the standard of existing assessment condition which is an integral part of instruction, as it determines whether or not the goals of education are being met. Psychologists and educators are systematically utilizing scientific methods to measure individual differences among people. But it is unfortunate for those parents whose expectations and hopes are shattered by the birth of children at high risk and/or children with developmental delays. These qualitative differences may influence a child’s subsequent independence in his/her life as well as family and society. Children differ qualitatively from their peers in respect to their intellectual abilities.
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