ISO 8586:2023
Sensory analysis — Selection and training of sensory assessors
This document specifies criteria for the selection of and procedures for the training of trained sensory assessors and expert sensory assessors for food and beverages, as well as home and personal care products.
It is applicable to all industries concerned with the evaluation of products by the sense organs.
This document supplements the information given in ISO 6658.
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Foreword
Introduction
1 Scope
2 Normative references
3 Terms and definitions
4 Recruitment and preselection of subjects
4.1 General
4.2 Recruitment
4.2.1 General
4.2.2 Recruitment conditions
4.2.3 Types of recruitment
4.2.4 Advantages and disadvantages of internal and external recruitment
4.2.5 Number of persons to be selected
4.3 Background information and preselection
4.3.1 Initial aspects
4.3.2 Health and psychological criteria
4.3.3 Other factors
5 Sensory screening
5.1 General
5.2 Types of screening tests
5.3 Colour vision
5.4 Ageusia and anosmia
5.4.1 General
5.4.2 Ageusia
5.4.3 Odour recognition test
5.5 Texture
5.5.1 General
5.5.2 Analysis and interpretation of results
5.6 Hearing
5.7 Descriptive ability
5.8 Selection of trainees
6 Training of sensory assessors
6.1 Principle
6.2 General
6.3 Assessment procedure
6.4 Training exercises
6.4.1 Tests for detection of a stimulus
6.4.2 Tests for discrimination between levels of intensity of a stimulus
6.4.3 Descriptive ability
6.4.4 Training in the use of scales
6.5 Specific product training
6.5.1 General
6.5.2 Discrimination assessment
6.5.3 Descriptive assessment
6.6 Particular methods training
6.6.1 Principle
6.6.2 Discrimination assessments
6.6.3 Ranking assessment
6.6.4 Rating and scoring
6.6.5 Descriptive sensory analysis
6.7 Practice
7 Validation of sensory panel performance and training effectiveness
8 Management and follow-up of the group
8.1 Motivation
8.2 Maintaining of skills
8.3 Renewal
8.4 Retraining
8.5 Additional training
Annex A (informative) Alternative colour screening procedure
Annex B (informative) Recognition of difference in textures
Annex C (informative) Cleansers and palate cleansers
Annex D (informative) Examples of most common scales
Annex E (informative) Example of a scaling exercise
Annex F (informative) Example of a ranking and then rating using scales
Annex G (informative) Example of a scaling test with two standards
Bibliography
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Foreword
Introduction
1 Scope
2 Normative references
3 Terms and definitions
4 Recruitment and preselection of subjects
4.1 General
4.2 Recruitment
4.2.1 General
4.2.2 Recruitment conditions
4.2.3 Types of recruitment
4.2.4 Advantages and disadvantages of internal and external recruitment
4.2.5 Number of persons to be selected
4.3 Background information and preselection
4.3.1 Initial aspects
4.3.2 Health and psychological criteria
4.3.3 Other factors
5 Sensory screening
5.1 General
5.2 Types of screening tests
5.3 Colour vision
5.4 Ageusia and anosmia
5.4.1 General
5.4.2 Ageusia
5.4.3 Odour recognition test
5.5 Texture
5.5.1 General
5.5.2 Analysis and interpretation of results
5.6 Hearing
5.7 Descriptive ability
5.8 Selection of trainees
6 Training of sensory assessors
6.1 Principle
6.2 General
6.3 Assessment procedure
6.4 Training exercises
6.4.1 Tests for detection of a stimulus
6.4.2 Tests for discrimination between levels of intensity of a stimulus
6.4.3 Descriptive ability
6.4.4 Training in the use of scales
6.5 Specific product training
6.5.1 General
6.5.2 Discrimination assessment
6.5.3 Descriptive assessment
6.6 Particular methods training
6.6.1 Principle
6.6.2 Discrimination assessments
6.6.3 Ranking assessment
6.6.4 Rating and scoring
6.6.5 Descriptive sensory analysis
6.7 Practice
7 Validation of sensory panel performance and training effectiveness
8 Management and follow-up of the group
8.1 Motivation
8.2 Maintaining of skills
8.3 Renewal
8.4 Retraining
8.5 Additional training
Annex A (informative) Alternative colour screening procedure
Annex B (informative) Recognition of difference in textures
Annex C (informative) Cleansers and palate cleansers
Annex D (informative) Examples of most common scales
Annex E (informative) Example of a scaling exercise
Annex F (informative) Example of a ranking and then rating using scales
Annex G (informative) Example of a scaling test with two standards
Bibliography