Adapting Educational and Psychological Tests for by Ronald K. Hambleton, Peter F. Merenda, Charles D.

By Ronald K. Hambleton, Peter F. Merenda, Charles D. Spielberger

Adapting academic and mental assessments for Cross-Cultural evaluation significantly examines and advances new tools and practices for adapting assessments for cross-cultural review and study. The foreign try out fee (ITC) directions for try out variation and conceptual and methodological matters in try model are defined intimately, and questions of ethics and hindrance for validity of try out ratings in cross-cultural contexts are conscientiously tested. Advances in try out translation and version method, together with statistical id of fallacious try goods, developing equivalence of alternative language models of a attempt, and methodologies for evaluating assessments in a number of languages, are reviewed and evaluated. The booklet additionally specializes in adapting skill, fulfillment, and character assessments for cross-cultural overview in academic, commercial, and medical settings. This booklet furthers the ITC's project of stimulating examine on well timed issues linked to review. It presents a good source for classes in psychometric tools, try out building, and academic and/or mental overview, checking out, and dimension. Written by means of the world over recognized students in psychometric equipment and cross-cultural psychology, the gathering of chapters must also offer crucial info for educators and psychologists enthusiastic about cross-cultural overview, in addition to scholars meaning to such careers.

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This does not mean that there cannot be overall performance differences on the test. In general, differences can often be expected. What it does mean is that when members of the two populations are matched on the construct measured by the test, if differences exist, then DIF is present and the properties of the item must be studied carefully prior to any use of the item in the test. Items flagged as "DIF" may be problematic because of a poor translation or because of the use of a term, situation, or expres­ sion that is unknown or unfamiliar to one of the populations.

Alderson & K. J. ), Reviews of English language proficiency tests. Washing­ ton, DC: Teachers of English to Speakers of Other Languages. Ellis, B. B. (1989). Differential item functioning: Implications for test transla­ tion. Journal of Applied Psychology, 74, 912-921. Ellis, B. B. (1991). Item response theory: A tool for assessing the equivalence of translated tests. Bulletin of the International Test Commission, 18, 33-51. Ellis, B. , & Kimmel, H. D. (1992). Journal of Applied Psychology, 77, 177-184.

Rationale/Explanation. Statistical techniques provide useful information for assessing the equivalence of tests developed in more than one language (van de Vijver & Leung, 1997, 2000; van de Vijver & Tanzer, 1997; see also subsequent chapters in the book). These techniques should be used to supplement judgmental tech­ niques as they are able to identify nonequivalent test items that may not be readily detected when using judgmental designs. Another advantage is that statistical techniques elicit information directly from the participants, within the context of an actual test adminis­ tration, and are thus extremely useful for identifying items that might pose problems in practice.

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