4 authors + Alena Kulikova, Assistant professor, HSE University, Moscow, email@example.com
The assessment of intellectual development in children and adolescents is an essential component of psychodiagnostics, facilitating an understanding of the nature of learning difficulties. Intelligence tests have a history that spans more than a century, and even contemporary versions of widely used intelligence tests (such as the Wechsler or Stanford-Binet tests) are limited by the influence of their traditional paper-based formats. Nevertheless, the advent of computational capabilities and the digitalization of tests have led psychometrics to experience substantial development, opening new possibilities for assessment.
The complete application of modern psychometrics holds the promise of revolutionizing the measurement of intelligence. Present-day psychometrics is deeply entwined with computational behavioral sciences, going beyond outdated principles in the development of psychological tests. Methodological approaches currently exist that notably enhance the accuracy, reliability, and equity of measurement instruments. Furthermore, the accumulation of supplementary validity evidence, simplification of result interpretation, and practical implementation far exceed conventional psychodiagnostic approaches.
This presentation will show the potentialities presented by modern psychometrics, including the utilization of innovative task formats such as technology-enhanced items, the integration of universal design principles in test development, the adoption of computerized adaptive testing (CAT) and multistage testing (MST) methodologies, the application of multidimensional IRT models to establish both construct and criterion validity, the shift from discrete norms to continuous scaling, and the incorporation of longitudinal measurements. The combination of these features within a computerized intelligence testing framework will enhance respondents' motivation and simplify the test administration process. It will facilitate frequent assessments of a child's progress by presenting varying test versions on each occasion, thereby significantly reducing errors in administration and scoring, while also safeguarding against misuse by non-professionals.