By Ronald K. Hambleton, Peter F. Merenda, Charles D. Spielberger
Dapting academic and mental checks for Cross-Cultural review severely examines and advances new equipment and practices for adapting exams for cross-cultural overview and study. The foreign try fee (ITC) guidance for attempt model and conceptual and methodological concerns in try out version are defined intimately, and questions of ethics and situation for validity of try rankings in cross-cultural contexts are rigorously tested. Advances in try translation and edition technique, together with statistical id of mistaken try goods, setting up equivalence of alternative language types of a try, and methodologies for evaluating checks in a number of languages, are reviewed and evaluated. The booklet additionally specializes in adapting skill, fulfillment, and character checks for cross-cultural evaluation in academic, business, and medical settings.This booklet furthers the ITC's project of stimulating examine on well timed themes linked to evaluate. It offers a good source for classes in psychometric equipment, try development, and academic and/or mental evaluate, checking out, and dimension. Written by means of the world over recognized students in psychometric equipment and cross-cultural psychology, the gathering of chapters also needs to supply crucial info for educators and psychologists enthusiastic about cross-cultural overview, in addition to scholars meaning to such careers.
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Additional resources for Adapting educational and psychological tests for cross-cultural assessment
Newbury Park, CA: Sage. Hambleton, R. , & Slater, S. C. (1999). Field-test of the ITC guidelines for adapting educational and psychological tests. European Journal of Psy chological Assessment, 15(3), 270-276. Harkness, J. ). (1998). Cross-cultural equivalence. Mannheim, Germany: ZUMA. Holland, P. , & Thayer, D. T. (1988). Differential item performance and the Mantel-Haenszel procedure. In H. Wainer & H. I. ), Test validity (pp. 129-145). Hillsdale, NJ: Lawrence Erlbaum Associates. Holland, P.
A test adaptation project is best carried out by a team of specialists (see, for example, Grisay, 2003). Translators should participate in such a project team and be involved in the decision making process, and their opinions and views should be actively sought and acknowledged. According to Brislin (1986), this approach can greatly improve the quality of an adaptation. The teamwork approach can help to (1) enable the use of the back-translation methods (see step 5, below); (2) allow translators to compare and discuss their work and thus improve on the relevance and quality of translations; and (3) can help to ensure that specialist knowledge in all required fields is accessible.
For test administration, a thorough knowledge of the lin guistic and cultural aspects of the target group is valuable. For exam ple, 3 or 4 points on a rating scale in Turkey seems to be optimal (according to some psychologists in that country who reviewed a draft of the ITC Guidelines for Test Adaptation). With more points, semantics become problematic. 3. 3 Test administrators should be sensitive to a number of factors related to the stimulus materials, administration procedures, and response modes that can moderate the validity of the inferences drawn from the scores.
Adapting educational and psychological tests for cross-cultural assessment by Ronald K. Hambleton, Peter F. Merenda, Charles D. Spielberger
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