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| standardised testing ireland: Standardised Testing in English Reading and Mathematics in the Irish Primary School Michael O'Leary (Professor in education), Zita Lysaght, Deirbhile Nic Craith, Darina Scully, 2019 |
| standardised testing ireland: The Effects of Standardized Testing T. Kelleghan, George F. Madaus, P.W. Airasian, 2011-11-05 When George Bernard Shaw wrote his play, Pygmalion, he could hardly have foreseen the use of the concept of the self-fulfilling prophecy in debates about standardized testing in schools. Still less could he have foreseen that the validity of the concept would be examined many years later in Irish schools. While the primary purpose of the experimental study reported in this book was not to investigate the Pygmalion effect, it is inconceivable that a study of the effects of standardized testing, conceived in the 1960s and planned and executed in the 1970s, would not have been influenced by thinking about teachers' expectations and the influence of test information on the formation of those expectations. While our study did pay special attention to teacher expectations, its scope was much wider. It was planned and carried out in a much broader framework, one in which we set out to examine the impact of a standardized testing program, not just on teachers, but also on school practices, students, and students' parents. |
| standardised testing ireland: The Effects of Standardized Testing T. Kelleghan, George F. Madaus, P.W. Airasian, 2012-12-06 When George Bernard Shaw wrote his play, Pygmalion, he could hardly have foreseen the use of the concept of the self-fulfilling prophecy in debates about standardized testing in schools. Still less could he have foreseen that the validity of the concept would be examined many years later in Irish schools. While the primary purpose of the experimental study reported in this book was not to investigate the Pygmalion effect, it is inconceivable that a study of the effects of standardized testing, conceived in the 1960s and planned and executed in the 1970s, would not have been influenced by thinking about teachers' expectations and the influence of test information on the formation of those expectations. While our study did pay special attention to teacher expectations, its scope was much wider. It was planned and carried out in a much broader framework, one in which we set out to examine the impact of a standardized testing program, not just on teachers, but also on school practices, students, and students' parents. |
| standardised testing ireland: Education at a Glance 2023 Sources, Methodologies and Technical Notes OECD, 2023-09-12 This publication provides additional reference material for Education at a Glance 2023, the authoritative source for data on the state of education around the world. It provides guidance on the data and methodology used to calculate each indicator. It also contains references to the sources and specific notes for each country. |
| standardised testing ireland: Woodcock-Johnson IV Nancy Mather, Lynne E. Jaffe, 2016-01-22 Includes online access to new, customizable WJ IV score tables, graphs, and forms for clinicians Woodcock-Johnson IV: Reports, Recommendations, and Strategies offers psychologists, clinicians, and educators an essential resource for preparing and writing psychological and educational reports after administering the Woodcock-Johnson IV. Written by Drs. Nancy Mather and Lynne E. Jaffe, this text enhances comprehension and use of this instrument and its many interpretive features. This book offers helpful information for understanding and using the WJ IV scores, provides tips to facilitate interpretation of test results, and includes sample diagnostic reports of students with various educational needs from kindergarten to the postsecondary level. The book also provides a wide variety of recommendations for cognitive abilities; oral language; and the achievement areas of reading, written language, and mathematics. It also provides guidelines for evaluators and recommendations focused on special populations, such as sensory impairments, autism, English Language Learners, and gifted and twice exceptional students, as well as recommendations for the use of assistive technology. The final section provides descriptions of the academic and behavioral strategies mentioned in the reports and recommendations. The unique access code included with each book allows access to downloadable, easy-to-customize score tables, graphs, and forms. This essential guide Facilitates the use and interpretation of the WJ IV Tests of Cognitive Abilities, Tests of Oral Language, and Tests of Achievement Explains scores and various interpretive features Offers a variety of types of diagnostic reports Provides a wide variety of educational recommendations and evidence-based strategies |
| standardised testing ireland: English Learners Left Behind Kate Menken, 2008-02-27 In the wake of recent federal legislation entitled No Child Left Behind, high-stakes standardized testing for accountability purposes is being emphasized in educational systems across the U.S. for all students – including English Language Learners (ELLs). Yet language proficiency mediates test performance, so ELLs typically receive scores far below those of other students. This book explores how tests have become de facto language policy in schools, shaping what is taught in school, how it is taught, and in what language(s) it is taught. In New York City, while most schools responded to testing by increasing the amount of English instruction offered to ELLs, a few schools have preserved native language instruction instead. Moreover, this research documents how tests are a defining force in the daily lives of ELLs and the educators who serve them. |
| standardised testing ireland: OECD Reviews of Migrant Education: Ireland 2010 Taguma Miho, Kim Moonhee, Wurzburg Gregory, Kelly Frances, 2010-04-21 By international standards, immigrant students in Ireland, on average, perform as well as their native peers at age 15. However, non-English speaking immigrants face particular challenges and do less well. Ireland is undertaking measures with a ... |
| standardised testing ireland: Global Issues and Comparative Education Wendy Bignold, Liz Gayton, 2009-06-30 Almost every Education Studies degree includes an element of comparative education, and this book provides an accessible undergraduate-level introduction to the theme. It begins by defining what is meant by the term ′comparative education′ and examines the benefits of studying it to students, policy makers, educators and academics. The book then takes a largely age-phase approach with a comparative analysis of selected education systems from around the world, including the impact of globalisation. |
| standardised testing ireland: Testing in American Schools United States. Congress. Office of Technology Assessment, 1992 And policy options -- Testing in transition -- Educational testing policy: The changing federal role -- Lessons from the past: A history of educational testing in the United States -- How other countries test -- Standardized tests in schools: A primer -- Performance assessment: Methods and characteristics -- Information technologies and testing: Past, present, future -- List of acronyms -- Contractor reports. |
| standardised testing ireland: Social Justice and Educational Measurement Zachary Stein, 2016-03-31 Social Justice and Educational Measurement addresses foundational concerns at the interface of standardized testing and social justice in American schools. Following John Rawls’s philosophical methods, Stein builds and justifies an ethical framework for guiding practices involving educational measurement. This framework demonstrates that educational measurement can both inhibit and ensure just educational arrangements. It also clarifies a principled distinction between efficiency-oriented testing and justice-oriented testing. Through analysis of several historical case studies that exemplify ethical issues related to testing, this book explores and propounds speculative design principles and arguments in favour of radically democratic school reforms, which address how the future of testing might be shaped to ensure justice for all. These case studies cover the widespread use of IQ-style testing in schools during the early decades of the 20th century; the founding of the Educational Testing Service; and the recent history of test-based accountability associated with No Child Left Behind. Social Justice and Educational Measurement will be essential reading for academics, researchers and postgraduate students in education, testing and assessment, and the philosophy of education. It will also be of interest to policymakers and educational administrators. |
| standardised testing ireland: The Pedagogy of Standardized Testing Arlo Kempf, 2016 Introduction : The Pedagogy of Standardized Testing -- The School as Factory Farm : All Testing All the Time -- The History, Logic and Push for Standardized Testing -- Testing at the Tipping Point : HSST as a Governing Education Principle In and Out of the Classroom -- Revising the Pedagogical Form : Test-Oriented Teaching and Learning -- Not What I Signed up for: The Changing Meaning of Being a Teacher -- A Lack of Accountability : Teacher Perspectives on Equity, Accuracy and Standardized Testing -- Implications : Synthesis of Findings, Resistance and Alternatives |
| standardised testing ireland: OECD Reviews of Evaluation and Assessment in Education: Northern Ireland, United Kingdom Shewbridge Claire, Hulshof Marian, Nusche Deborah, Staehr Lars Stenius, 2014-01-16 This comprehensive review of Northern Ireland's educational evaluation and assessment framework finds a programme that is thoughtfully designed and which stands out internationally. |
| standardised testing ireland: Beyond Test Scores Jack Schneider, 2017-08-14 When it comes to sizing up America’s public schools, test scores are the go-to metric of state policy makers and anxious parents looking to place their children in the “best” schools. Yet ample research indicates that standardized tests are a poor way to measure a school’s performance. It is time—indeed past time—to rethink this system, Jack Schneider says. Beyond Test Scores reframes current debates over school quality by offering new approaches to educational data that can push us past our unproductive fixation on test scores. Using the highly diverse urban school district of Somerville, Massachusetts, as a case study, Schneider and his research team developed a new framework to more fairly and comprehensively assess educational effectiveness. And by adopting a wide range of measures aligned with that framework, they were able to more accurately capture a broader array of school strengths and weaknesses. Their new data not only provided parents, educators, and administrators with a clearer picture of school performance, but also challenged misconceptions about what makes a good school. With better data, Schneider shows, stakeholders at the federal, state, and local levels can undo the damage of present accountability systems and build greater capacity in our schools. Policy makers, administrators, and school leaders can better identify where assistance is needed. Educators can engage in more evidence-based decision making. And parents can make better-informed choices for their children. Perhaps most importantly, better data can facilitate communication among all these groups, allowing them to take collective action toward shared, concrete goals. |
| standardised testing ireland: Irish Builder and Engineer , 1887 |
| standardised testing ireland: Assessing Multilingual Children Sharon Armon-Lotem, Jan de Jong, Natalia Meir, 2015-04-28 Second language learners often produce language forms resembling those of children with Specific Language Impairment (SLI). At present, professionals working in language assessment and education have only limited diagnostic instruments to distinguish language impaired migrant children from those who will eventually catch up with their monolingual peers. This book presents a comprehensive set of tools for assessing the linguistic abilities of bilingual children. It aims to disentangle effects of bilingualism from those of SLI, making use of both models of bilingualism and models of language impairment. The book’s methods-oriented focus will make it an essential handbook for practitioners who look for measures which could be adapted to a variety of languages in diverse communities, as well as academic researchers. |
| standardised testing ireland: BUNGAY Legal REASONABLE PERSON STANDARD Test Rule; 2001-2024+: 23+ Years of de jure-de facto Developed, Commercialized & Insured: Applied Conformity Science; BITCOIN™ BLOCKCHAIN™ Brand; Generic CRYPTO Anoop Bungay, 2024-04-19 Visit www.mqcc.org to learn more. |
| standardised testing ireland: Understanding and Applying Assessment in Education Damian Murchan, Gerry Shiel, 2017-04-29 All teachers are responsible for assessing the children they teach and the outcomes of any assessment are important for individual learners and the wider school. This book is your one-stop-shop for understanding assessment in schools. It covers formative and summative approaches used across primary and secondary education, supporting a balanced overview with policy examples drawn from the UK, Ireland and wider international contexts. Designed as a pragmatic handbook for new teachers and those training to teach, the book discusses key principles of assessment, before providing guidance on developing and carrying out assessment in the classroom, and looking at how assessment information can be used to benefit your teaching and the children you teach. |
| standardised testing ireland: Experimenting with Uncertainty C. Elder, 2001-05-21 A collection of 28 invited papers surveying the state of the art in language testing. |
| standardised testing ireland: OECD Reviews of Evaluation and Assessment in Education Synergies for Better Learning An International Perspective on Evaluation and Assessment OECD, 2013-04-11 This report provides an international comparative analysis and policy advice to countries on how evaluation and assessment arrangements can be embedded within a consistent framework to improve the quality, equity and efficiency of school education. |
| standardised testing ireland: Education in Ireland Sheelagh Drudy, 2009-12-04 A contemporary snapshot of Irish education, this book positions 21st-century Irish education at the centre of the creation of the knowledge economy and outlines the challenges and changes presented as a result of a changing education system and society. Part 1: The Changing System charts selected changes that have taken place in Irish education in the 19th, 20th and 21st centuries and considers educations's role in building a knowledge economy and social cohesion Part 2: Diversity and Inclusion in Schools analyses the changes in Irish schools based on the results of original research on change, diversity, inclusion, and on ethnicity, disability and social class disadvantage. It draws together key findings relating to the impact of increasing diversity in Irish schools in comparision with international trends. Part 3: Teacher Education for changing Times presents research on teacher education at all stages of the teaching career and discusses how teachers can adapt to the challenges of change. It also highlights new evidence relating to the recruitment, formation and continuing professional development of teachers. |
| standardised testing ireland: Education Policy in Ireland Since 1922 Brendan Walsh, 2022-04-18 This book examines educational policy at primary, secondary and university level in Ireland from the foundation of the State to the present day. Primarily an attempt to set policy within a historical context, the book draws together compelling research on the evolution of key changes in topics as diverse as the use of corporal punishment, the evolution of skills policy in post-primary settings and the development of the universities in the post-1922 period. The book includes detailed analysis of more recent policy initiatives and changes in, initial teacher education, curriculum change, and special and inclusive education and will be of interest to those working in the various fields, students and the general public. It presents detailed discussions of change in the Irish education system, demonstrating how policy initiatives, particularly since the early 1990s, have brought about significant transformation at all levels. In doing so, the book also demonstrates that the origin of change often lay in earlier developments, particularly those of the mid-1960s. Policy development is closely linked to external factors and influences and chapters on academic selection and teachers’ recollections of policy, for example, set developments within the wider historical context employing the views and recollections of teachers so that the influence of change on day-to-day practice is revealed. |
| standardised testing ireland: Constructions of Illiteracy in Twentieth-Century Ireland Maighréad Tobin, 2022-12-23 Constructions of Illiteracy in Twentieth-Century Ireland: Contesting the Narrative of Full Literacy offers new insights into literacy and illiteracy in the context of twentieth-century Ireland. Through a close analysis of archived documentation from educational, military, and parliamentary sources, the book reveals a potent narrative of full literacy that promoted literacy proficiency as a facet of the Irish national identity and suppressed any formal acknowledgment of illiteracy within the adult population. Tobin applies a sociological approach and uses Foucauldian concepts of knowledge, power, discourse, and silence to examine how constructions of illiteracy and the “illiterate person” varied over time, while also being entwined with activities of nation-building in the twentieth century. Though focused on Irish society from 1900 to 1980, this volume also offers a resonant lens through which to approach the “Decade of Centenaries”, an Irish Government initiative spanning 2012–2023 that commemorates significant events in the history of the Irish state. Relevant to any readers with an interest in the Irish experience of independence, decolonisation, and postcolonialism, this book will be a useful companion for scholars and postgraduate students of literacy and Irish studies more broadly. |
| standardised testing ireland: The Irish Short Story at the Turn of the Twenty-First Century Madalina Armie, 2022-12-30 In the mid-1990s, Ireland was experiencing the best of times. The Celtic Tiger seemed to instil in the national consciousness that poverty was a problem of the past. The impressive economic performance ensured that the Republic occupied one of the top positions among the world’s economic powers. During the boom, dissident voices continuously criticised what they considered to be a mirage, identifying the precariousness of its structures and foretelling its eventual crash. The 2008 recession proved them right. Throughout this time, the Irish contemporary short story expressed distrust. Enabled by its capacity to reflect change with immediacy and dexterity, the short story saw through the smokescreen created by the Celtic Tiger discourse of well-being. It reinterpreted and captured the worst and the best of the country and became a bridge connecting tradition and modernity. The major objective of this book is to analyse the interactions between fiction and reality during this period in Ireland by studying the short stories written by old and emergent voices published between the birth of the Celtic Tiger in 1995 up to its immediate aftermath in 2013. |
| standardised testing ireland: Assessment in Practice Alicia Curtin, Kevin Cahill, Kathy Hall, Dan O'Sullivan, Kamil Özerk, 2019-10-01 Assessment in Practice explores timely and important questions in relation to assessment. By examining the relationship between identity, culture, policy and inclusion, the book investigates the conflicted and fractured battleground of assessment, and challenges current and practiced understandings of assessment practice. The authors encourage the reader to reconceptualise assessment as a sociocultural practice. Each chapter studies a key theme in the understanding of assessment policy and practice from a sociocultural perspective and provides questions to prompt reflection on the key assessment concepts outlined in the book. Using culture as both a lens and analytic tool, the chapters examine topics such as The social order of assessment, how assessment works in the world and how learning could be assessed Perspectives on social justice and assessment, with a particular focus on social class and other potential inequalities on the experiences of assessment for young people Discussions of ability and the assessment of students with special education needs as well as the role of inclusivity in assessment practice Written by leading academics from University College Cork, the third volume in the successful Routledge Current Debates in Educational Psychology series is an essential read for researchers and postgraduate students in educational research and education psychology. |
| standardised testing ireland: Improving Reading and Reading Engagement in the 21st Century Clarence Ng, Brendan Bartlett, 2017-05-31 This book presents cutting-edge research findings in areas critical to advancing reading research in the 21st century context, including new literacies, reading motivation, strategy instruction, and reading intervention studies. While students’ reading performance is currently receiving unprecedented attention, there is a lack of research that adopts an international perspective and draws on research expertise from different parts of the world to present a concerted effort, discussing key research models and findings on how to improve reading education. Addressing this gap in the literature, the book also responds to the challenge of promoting higher levels of literacy, and supporting and developing readers who can enjoy and critique texts of every genre. |
| standardised testing ireland: Risk Society and School Educational Policy Grant Rodwell, 2018-09-14 Risk Society and School Educational Policy explores the impact of risk society on policy in the US, UK and Australia through both practical and theoretical perspectives. The book develops an in-depth understanding of risk society itself, and guides the reader in applying this knowledge to the problem of how this impacts policy and practice in school education. Drawing on work by Ulrich Beck and Anthony Giddens, Rodwell explores the development of risk society as a field of interest, discussing its history, contemporary significance and links with neoliberalism, school education, and both mainstream and social media. He also examines its impact on government policies and the practical implications of how this impacts the educational experiences of children around the globe today. A book for policy professionals, researchers, academics and postgraduate students interested in Education Studies, Theory and Policy, and International and Comparative Education, Risk Society and School Educational Policy is the first international academic monograph published in the field. |
| standardised testing ireland: Instrumented Inpact Testing American Society for Testing and Materials, 1974 |
| standardised testing ireland: Starting Strong III A Quality Toolbox for Early Childhood Education and Care OECD, 2011-12-16 This publication focuses on quality issues in early childhood education and care: it aims to define quality and outlines five policy levers that can enhance it. |
| standardised testing ireland: International Summit on the Teaching Profession Empowering and Enabling Teachers to Improve Equity and Outcomes for All Gomendio Montserrat, 2017-03-24 Despite increased funding and many reforms, most education systems are still seeking ways to better prepare their students for a world in which technological change and the digital revolution are changing the way we work, live and relate to one another. Education systems that have succeeded in ... |
| standardised testing ireland: Library of Congress Subject Headings Library of Congress, 2013 |
| standardised testing ireland: Curriculum Overload A Way Forward OECD, 2020-11-25 Schools are constantly under pressure to keep up with the pace of changes in society. In parallel, societal demands for what schools should teach are also constantly changing; often driven by political agendas, ideologies, or parental pressures, to add global competency, digital literacy, data literacy, environmental literacy, media literacy, social-emotional skills, etc. This “curriculum expansion” puts pressure on policy makers and schools to add new contents to already crowded curriculum. |
| standardised testing ireland: Let Me Be Five Sue Quirk, Victoria Pettett, 2020-12-29 This book offers a step-by-step guide to implementing a play-based curriculum in Year 1 while fully achieving the National Curriculum objectives. The authors explore the key barriers and common pitfalls that often arise around this crucial transition, and show teachers how to successfully lead children from the Reception stage through Year 1 and to the subject-based teaching beyond. Providing practical advice and guidance for busy teachers, the authors clearly and concisely illustrate their methods with theory, personal stories and colourful photographs from transitional stories they have been a part of. Let Me Be Five shows teachers how to plan the curriculum in a way that builds on children’s experiences in the Early Years Foundation Stage and gives them meaningful contexts for learning. Including real-life case studies and views from parents and teachers, this book will give you the knowledge and confidence to plan a play-based curriculum, based on children’s interests and developmental needs that will enable every learner to thrive. |
| standardised testing ireland: Beyond Standardized Testing Douglas A. Archbald, Fred M. Newmann, 1988 |
| standardised testing ireland: Essays in the History of Irish Education Brendan Walsh, 2016-09-29 This book provides a complete overview of the development of education in Ireland including the complex issue of how religion can coexist with education and how a national identity can be aided through Irish language teaching. It also offers a comprehensive exploration of the development, issues, challenges and future of education in Ireland within the context of historical studies. |
| standardised testing ireland: Proceedings South Wales Institute of Engineers, 1916 |
| standardised testing ireland: Education Policy Outlook 2019 Working Together to Help Students Achieve their Potential OECD, 2019-09-16 Taking the perspective of institutions and the system, Education Policy Outlook 2019: Working Together to Help Students Achieve their Potential, analyses the evolution of key education priorities and key education policies in 43 education systems. It compares more recent developments in education policy ecosystems (mainly between 2015 and 2019) with various education policies adopted between 2008 and 2014. |
| standardised testing ireland: Politics and the Primary Teacher Peter Cunningham, 2011-12-15 Why is primary education so high on the political agenda, and so contentious? Why is the performance of primary schools so often in the media spotlight? Why should primary teachers trouble themselves with the politics of their work? Politics and the Primary Teacher is an accessible introduction to some of the thorniest aspects of a primary teacher’s role. It aims to support your understanding of the constant changes in education policy, give you confidence to engage critically with current political debates, and consider how you might shape your response accordingly. Including questions for reflection, and selected further reading and resources, it examines the complex interface between the work of a teacher and the world beyond the classroom walls. Key issues explored include: assessment, testing, league tables and national accountability measures the media’s impact in shaping both local and national views about education political implications of new policies such as academies and free schools conditions of work in the classroom and ‘workforce remodelling’ the curriculum, its purposes and structure pedagogy and teaching methods education for citizenship, health and well-being. Politics and the Primary Teacher is essential reading for all education professionals who want to think more deeply about primary education, what it offers, and how children, families and communities are served by the primary school. |
| standardised testing ireland: Developing Teachers’ Assessment Capacity Christopher DeLuca, Sandra Johnson, 2019-12-13 Given the academic benefits of assessment-driven teaching, and the growing accountability context of educational systems around the world, there is a rapidly developing need to educate teachers in effectively using assessments to promote, monitor, and report on student learning. However, assessment has historically been a neglected area in teacher education programmes, and empirical research has consistently shown assessment as an area of challenge for many teachers. While there is an increased focus across teacher education and professional literature on enhancing the assessment capacity of educators, there remains little empirical research on innovative and data-based strategies to effectively achieve this goal. The purpose of this text is to consolidate existing research on assessment education and to provoke innovative and effective approaches to educating teachers and teachers-in-training about assessment. Given the dearth of relevant research, this text also considers the matter of retention and extension of initial assessment learning into teaching careers. Combined, the articles in this text provide a foundation for novel thinking about developing teachers’ assessment capacity from pre-service to in-service contexts. This book was originally published as a special issue of Assessment in Education. |
| standardised testing ireland: The Irish Law Times and Solicitors' Journal , 1916 |
“Standardized” or “Standardised”—What's the difference? | Sapling
Standardized and standardised are both English terms. Standardized is predominantly used in 🇺🇸 American (US) English (en-US) while standardised is predominantly used in 🇬🇧 British English …
STANDARDIZE | English meaning - Cambridge Dictionary
STANDARDIZE definition: 1. to make things of the same type all have the same basic features: 2. to make things of the same…. Learn more.
STANDARDIZE Definition & Meaning - Merriam-Webster
The meaning of STANDARDIZE is to bring into conformity with a standard especially in order to assure consistency and regularity. How to use standardize in a sentence.
Standardised vs. Standardized — What's the Difference?
Mar 21, 2024 · Standardised and Standardized both refer to making something conform to standards, but "standardised" is preferred in British English, while "standardized" is used in …
Standardised vs Standardized - What's the difference? - WikiDiff
As adjectives the difference between standardised and standardized is that standardised is designed in a standard manner or according to an official standard while standardized is...
Standardised - definition of standardised by The Free Dictionary
Define standardised. standardised synonyms, standardised pronunciation, standardised translation, English dictionary definition of standardised. Adj. 1. standardised - brought into …
STANDARDIZE definition and meaning | Collins English Dictionary
To standardize things means to change them so that they all have the same features. There is a drive both to standardise components and to reduce the number of models on offer. [VERB …
Standardised - Meaning, Definition & English Examples ...
Examples: 1. The teacher used a *standardised* test to assess all students fairly. 2. Factories follow *standardised* safety protocols to prevent accidents. 3. The recipe was *standardised* …
“Standardize” or “Standardise”—What's the difference? | Sapling
Standardize and standardise are both English terms. Standardize is predominantly used in 🇺🇸 American (US) English (en-US) while standardise is predominantly used in 🇬🇧 British English …
STANDARDIZED Definition & Meaning - Merriam-Webster
The meaning of STANDARDIZED is brought into conformity with a standard : done or produced in a standard, consistent way. How to use standardized in a sentence.
“Standardized” or “Standardised”—What's the difference? | Sapling
Standardized and standardised are both English terms. Standardized is predominantly used in 🇺🇸 American (US) English (en-US) while standardised is predominantly used in 🇬🇧 British English …
STANDARDIZE | English meaning - Cambridge Dictionary
STANDARDIZE definition: 1. to make things of the same type all have the same basic features: 2. to make things of the same…. Learn more.
STANDARDIZE Definition & Meaning - Merriam-Webster
The meaning of STANDARDIZE is to bring into conformity with a standard especially in order to assure consistency and regularity. How to use standardize in a sentence.
Standardised vs. Standardized — What's the Difference?
Mar 21, 2024 · Standardised and Standardized both refer to making something conform to standards, but "standardised" is preferred in British English, while "standardized" is used in …
Standardised vs Standardized - What's the difference? - WikiDiff
As adjectives the difference between standardised and standardized is that standardised is designed in a standard manner or according to an official standard while standardized is...
Standardised - definition of standardised by The Free Dictionary
Define standardised. standardised synonyms, standardised pronunciation, standardised translation, English dictionary definition of standardised. Adj. 1. standardised - brought into …
STANDARDIZE definition and meaning | Collins English Dictionary
To standardize things means to change them so that they all have the same features. There is a drive both to standardise components and to reduce the number of models on offer. [VERB …
Standardised - Meaning, Definition & English Examples ...
Examples: 1. The teacher used a *standardised* test to assess all students fairly. 2. Factories follow *standardised* safety protocols to prevent accidents. 3. The recipe was *standardised* …
“Standardize” or “Standardise”—What's the difference? | Sapling
Standardize and standardise are both English terms. Standardize is predominantly used in 🇺🇸 American (US) English (en-US) while standardise is predominantly used in 🇬🇧 British English …
STANDARDIZED Definition & Meaning - Merriam-Webster
The meaning of STANDARDIZED is brought into conformity with a standard : done or produced in a standard, consistent way. How to use standardized in a sentence.
