Центр психометрики и измерений в образовании


Психометрические исследования — это методы измерения и оценки различных характеристик людей, включая психологические особенности, знания, компетенции, навыки и т.д., с использованием статистических методов.


Памяти Марка Зелмана

Марк консультировал развитие образования по всему миру, оказывал помощь странам в разработке национальных систем тестирования и оценки. Кроме России, работал в таких странах, как Таиланд, Саудовская Аравия, США, Киргизия, Боливия, Китай, Грузия, Пакистан, Украина, Ямайка, Эфиопия, Фиджи, Самоа, Соломоновы Острова, Армения, Казахстан, Республика, Косово, а также в Беларуси, Бангладеше, Египте, Омане, Колумбии.

Годы деятельности по странам

2016 – 2022

Senior Testing Consultant for American Councils funded by USAID, Ukraine (USETI) Legacy Alliance Phase II Project

Provide strategic advise on planning and implementation of all technical assistance in Program Area One.

Advising on advanced test development technics.

Advise on General Ability Test implementation within HEIs admissions.

Train in Mathematics and Science subject test development.

Lecture on principals of educational measurement and general test development at Dragomanov National University.

2013 – 2022

Test development and psychometric consultant forIABD (Inter American Development Bank ) and MoE of Jamaica, Jamaica-Support to Education Reform JA-T1028 (extension of 2011-2013 JA- T1028) (Extension 2013-2016)

Assistance in developing Primary Exit Profile (PEP) — both summative assessments for accountability purposes and optional interim assessments for instructional use that are aligned to the new Jamaican Curriculum Standards in English Language Arts/Literacy, Mathematics, Science and Social Studies for grades 4, 5, and 6.

Assistance in recommending/developing item banking solutions.

Assistance in developing Evidence Centered Design (ECD) based PEAP testsframeworks, content specifications and test blueprints.

Assistance in developing vertical and horizontal scales and test equating.

2012 – 2014

Test development and psychometric consultant for World Bank, Ethiopia-General Education Quality Improvement Program (GEQIP II)

Conducting a detailed and evidence-based analysis of what will be required to develop and implement sustainable item banks for both the national examinations and the national learning assessment (NLA) programs.

2013 – 2013

Test development and psychometric consultant for World Bank, Fiji-SystemApproach for BetterEducational Results Program (SABER)

Facilitate workshops with three country teams (PNG, Samoa, Solomon Islands) to help them understand the SABER-Student Assessment tools and make any necessary adjustments to better fit the context in each country. Provide counterparts with an overview of what we know from the research base about effective assessment systems, using the World Bank's framework paper.

2013 – 2014

Test development and psychometric consultant for World Bank, Armenia- READ Program

Developing and presenting courses in assessment for pre-service teacher lecturer training.

2012 – 2015

Test development and psychometric consultant for World Bank, Kazakhstan- Joint Economic Research Program(JERP)

Provide hands-on guidance to develop an integrated balanced student assessment system that will include summative, interim and formative assessments. Providing technical expertise in the area of student assessments for the JERP Education Policy Round Table. Specifically, the consultant will take the findings from the SABER Student Assessment Report and the PISA results analysis and prepare a presentation for the Round Table, and lead the discussion on policy recommendations and concrete action steps for the Government of Kazakhstan.

2012 – 2014

Mathematics and Science test development consultant for USAID, Republic of Kosovo- Basic Education Program (BEP)

Assisting the BEP Assessment Working Team with preparing and delivering workshops on assessing project-based learning. Assisting the BEP Assessment Working Team with preparing and delivering item- development workshop. Preparing and delivering a keynote speech at the Assessment for Learning Conference for MEST personnel. Preparing and delivering a keynote speech at the Assessment for Learning Conference for school personnel.

2011 – 2013

Test development and psychometric consultant for University of Wolverhampton (CIDT), Jamaica-Support to Education ReformJA-T1028

Conduct a review of the Proficiency Pathway, Basic Education Diagnostic Test developed by the USAID Basic Education Project (BEP), as well as, the Ministry of Education’s Informal Diagnostic Reading Inventory to determine context, relevance and value in defining the diagnostic test for Grade 2. Establish a timeframe to develop the diagnostic instrument for Grade 2 Design and/or improve on the test developed by the USAID BEP for Grade 2. Identify and select developmentally appropriate items that may be pulled from an existing test-item bank to be included in the reconstructed test. Develop rubric for marking of test consistent with the requirements of a diagnostic test. Develop framework and test specifications for Grade Nine Diagnostic test (GNDT) and Grade Six Achievement Test (GSAT).

2012 – 2012

Consultant in assessment for British Council, Saudi Arabia- NCAAA Quality Assurance programme.

Preparing and delivering workshops on assessment and quality assurance for universities.

2010 – 2015

Test development consultant for USAID/ American Councils, Ukraine — Ukrainian Standardized External Testing Initiative

Assisting in developing of standardized achievement and ability subject university admission tests. Run item writing and reviewing workshops. Run workshops on marking and marking schemes. Discuss psychometric analyses of items and introduction principles of psychometric-driven item revision. Run workshops on Standard Setting.

2010 – 2012

Team Leader for World Bank, Kazakhstan — Technical Assistance for the Improvement of the National University Entrance Test (within the Joint Economic Research Program)

Conduct audit of the National University Entrance Test with respect to a uniform, rigorous set of test development standards through a well-documented process. Provide a summary of the audit results. Provide guidance on how to remedy specific instances of noncompliance with a set of accepted standards for fair and valid testing.

2009 – 2014

Co Team Leader for World Bank, Russia, Russian Education Aid for Development Program (READ), ICT

Co-team leader of five national consultants; administrative staff, and short-term national and international consultants for the project of developing information and communication literacy assessment. Participation in monitoring and design missions. Participating in task and ICT test development. Conducting psychometric analyses and validity studies of ICT literacy assessment.

2009 – 2014

Consultant for Ministry of Education of Thailand , IPST, Thailand

Item and Tests development workshops. Development of teacher certification assessment. Development of ICT literacy assessment for teachers.

2005 – 2007

Lead Regulatory Expert for British Council, Pakistan –National Education Assessment

System Project

Supporting the development of annual work plans. Assisting in developing, managing and implementing the several cycles of assessment through leading support to: preparing frameworks, test specification, training item writers, developing items, sample design, psychometric item analysis, preparing administration and scoring materials, piloting scoring protocols, training scorers, quality assurance of scoring, conducting psychometric test analysis and reporting. Supporting the Statistical Working Group in managing the output from the several cycles of testing into informing decisions on training and the allocation of resources. Assisting in the analysis of the potential demand for courses in assessment.

2006 – 2006

Consultant for the World Bank- Sindh Education Sector Reforms Program Identification Mission, Pakistan

General overview of policy issues of monitoring and evaluation of student achievement in Sindh: Taking stock of past experience and lessons learned in the context of international experience. Analyze the results of the pilots carried out so far, focusing on the policy implications with regard to education quality, school improvement, curriculum reform and teacher retraining and professional development. Institutional and infrastructure issues for a national system of monitoring and evaluation of student achievement. Appraisal of current technical capacity available in Sindh institutions in the field of Educational Evaluation. Measurement and Testing, and recommendations on technical capacity which needs to be built in the future. Review ongoing work in student assessment carried out by other donors.

2005 – 2006

Test development and psychometric consultant for the World Bank, Kazakhstan – Education Reform Project

Review of achievements to date and providing advisory services in reforming a system of monitoring of quality of education, developing new assessment instruments as a part of University Entrance Exams and National Assessment through leading support in preparing frameworks, test specification, training item writers, developing items, and items and test psychometric test analysis.

2005 – 2007

Lead Foreign Consultant, for the World Bank funded project, Russia, E-Learning (ICT)

Assisted in developing, managing and implementing the several cycles of ICT assessment for the 9th grade students. Provided support to: prepare frameworks, test specification, training item writers, developing items, sample design, psychometric item analysis, preparing administration and scoring materials, piloting scoring protocols, training scorers, quality assurance of scoring, conducting psychometric test analysis and reporting.

2004 – 2005

Consultant, Aga Khan University, Pakistan

Teacher training. Item and test development workshops. Large scale assessment design.

2002 – 2005

Consultant for Ministry of Education and Science of Russia and American Councils

Development of EGE (national universities admission test) project through leading support in: preparing frameworks for achievement tests, test specification, training item writers, developing items and item analysis.

2004 – 2005

Consultant for ETS, USA. Automatic Item Generation Project

2002 – 2004

Consultant for the World Bank funded project, Republic of Georgia - Education System Improvement Project (subcomponent National Assessment and Examinations Centre)

2001 – 2002

ETS consultant for ACTR/ACCELS, Kyrgyz Republic

Developing university admission test and conducting item writing workshops. Creation of a number of test preparation materials.

2001 – 2001

ETS consultant for the Ministry of Education of Bolivia

Conducting workshops on student assessments, item writing, and psychometrics.

2001 – 2001

ETS consultant for the Ministry of Education of China

Conducted a workshop on standardized test development procedures for a Head of the Department of Higher Education of China.

Видеозаписи интервью и лекций

Марк был признанным экспертом в области оценивания, поэтому мы хотели бы поделиться записями его интервью и лекций.

Интервью Марка Зелмана (PhD, эксперт Всемирного банка реконструкции и развития) Благотворительному фонду Сбербанка «Вклад в будущее» «Особенности и преимущества нестандартного подхода ECD для разработки тестового инструментария и мониторинга»

Записи IV Международной летней школы «Теория и практика разработки тестов: прикладная психометрика в психологии и образовании»

Evidence Centre Design, part 1 (VK)

Evidence Centre Design, part 2 (VK)

Вспоминая Марка Зелмана

Исак Фрумин, главный научный сотрудник, заслуженный профессор НИУ ВШЭ

До сих пор не могу в это поверить. Еще 10 дней назад Марк перелетал из Нигерии в Шотландию, а потом в Саудовскую Аравию и по дороге обсуждал с нашими коллегами новый проект Инобра по измерениям цифровой грамотности.

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Когда я немного привыкну к этой мысли, то напишу о Марке подробнее. О невероятной судьбе его семьи: мать принадлежала к аристократическому роду из Кенигсберга, вышла замуж за советского офицера, а потом их нашли родственники и перевезли в Европу. Марк был вундеркиндом. Он рано закончил Кембриджский университет, где выбирал между поэзией (посещал семинар Бродского) и математикой. Победила математика, по ней он получил в Кембридже степень магистра, а потом в Принстоне — PhD.

Его пригласили в качестве исследователя, а потом и в качестве руководителя больших проектов в крупнейшую мировую корпорацию по тестированию — Education Testing Service. Но в начале 21 века он бросил крутую карьеру и стал, по его выражению, «консультантом-путешественником» — помогал в разных странах создавать современные системы измерений и оценки качества образования. Он участвовал и в аудите ЕГЭ, и в создании совершенно новых инструментов оценки — вроде оценки цифровой грамотности. Марк часто бывал в России, мы привлекли его к созданию Центра психометрики, где он много лет был партнером, другом и соратником Елены Юрьевны Кардановой, Светланы Михайловны Авдеевой и всей команды по развитию центра, по проведению летних школ, по преподаванию отдельных курсов. Его все очень любили.

Марк консультировал развитие образования в самых разных странах — от Ямайки и Нигерии до Бутана и Узбекистана. Когда я спрашивал его, где он живет, то он смеялся и просил уточнить, в какой момент. Марк выбрал такую жизнь и умер в пути. Наш Институт был одним из немногих мест, где он был как дома. Где он не только вложил камень в основание, но и все эти годы помогал развивать доказательные исследования образования. Мы его не забудем.

Marguerite Clarke, Senior Education Specialist and former READ Trust Fund Task Team Leader

I first met Mark in 2009, at the very start of the Russia Education Aid for Development (READ) program. He was involved with the READ program in a central way throughout its formative years and played a key role in the design of many of the assessment tools as well as in the support provided to READ countries.

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Mark’s talents ran in many directions. In addition to being an incredible technical expert and analyst, he spoke multiple languages, and was a seasoned world traveller. More importantly, he was a good human being, his warmth endearing him to country teams as much as, if not more than, his technical prowess. Not surprisingly, Mark was in high demand and always travelling. I recall running across him in India where he had travelled to help a friend who was running a school there. Mark was so excited to be there to help support the school’s efforts to improve how it assessed student learning. This episode encapsulated for me how genuinely enthusiastic Mark was for what he did and how much he wanted to make the world a better place. He will be greatly missed.

Julia Liberman and Victoria Levin

Mark was innovative and forward-thinking, always welcoming collaborations that leveraged his love for out-of-the-box thinking. During the COVID-19 pandemic, for example, the World Bank learning assessment team embarked on developing approaches to supporting continuity of learning during school closures, and turned to Mark for his ideas and inputs.

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Mark’s contributions to the Guidance Note on Phone-Based Formative Assessment were invaluable and served to guide client countries in ensuring children around the world could continue to learn even outside of the physical classroom walls.

Tigran Shmis, Acting Program Leader and Senior Education Specialist, The World Bank

There was a day a few weeks ago when I learned shocking news. My friend and colleague Mark Zelman, whom I knew for more than 15 years, passed away. Mark was a talented person and incredibly hardworking. His vision and expertise helped the world of education to change for the better.

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He was an outstanding expert in the field of learning assessments and all colleagues and partners were speaking fondly about him. His life never stopped, he was always working, communicating with people, and living up in the air.

He was investing in people and projects that eventually turned into world experts and world-class products, just like Mark himself. Everyone who had a chance to know him was becoming more knowledgeable.

Mark's life was filled with people, but he himself led a lonely life. He passed away the same way as he lived. Today he lives in his contributions to global and country knowledge and in memories of people who knew him and worked with him.