Educational tests are standardized so that all examinees are tested on the same material, under the same testing conditions, and with the same scoring protocols. This uniformity is designed to provide a level “playing field” for all examinees so that the test is “the same” for everyone. Thus, standardization is designed to promote fairness in testing. In practice, the material tested, the conditions under which a test is administered, and the scoring processes, are often too rigid to provide the intended level playing field. For example, standardized testing conditions may interact with personal characteristics of examinees that affect test performance, but are not construct‐relevant. Thus, more flexibility in standardization is needed to account for the diversity of experiences, talents, and handicaps of the incredibly heterogeneous populations of examinees we currently assess. Traditional standardization procedures grew out of experimental psychology and psychophysics laboratories where keeping all conditions constant was crucial. Today, accounting for and measuring what is not constant across examinees is crucial to valid construct interpretations. To meet this need I introduce the concept of understandardization, which refers to ensuring sufficient flexibility in standardized testing conditions to yield the most accurate measurement of proficiency for each examinee.

中文翻译：

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教育评估的标准化和标准化

教育测试是标准化的，因此所有考生都将在相同的材料，相同的测试条件和相同的评分协议下进行测试。这种统一性旨在为所有应试者提供一个公平的“竞争环境”，从而使每个人的测试都“相同”。因此，标准化旨在促进测试的公平性。在实践中，所测试的材料，进行测试的条件以及评分过程通常过于僵化，无法提供预期的公平竞争环境。例如，标准化的测试条件可能会影响应试者的个人特征，从而影响测试绩效，但与构造无关。因此，需要更多的标准化灵活性来解决经验，人才，以及我们目前评估的应试者的异质性差异。传统的标准化程序源自实验心理学和心理物理学实验室，在这些实验室中，保持所有条件恒定至关重要。如今，对有效的构造体解释至关重要的是，考虑并衡量各个应试者之间的不恒定之处。为了满足这一需求，我介绍了理解化，指的是在标准化测试条件下确保足够的灵活性，以为每位考生提供最准确的熟练程度衡量。