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 checks for Cross-Cultural Assessment severely examines and advances new tools and practices for adapting assessments for cross-cultural overview and examine. The foreign try out fee (ITC) instructions for try out edition and conceptual and methodological concerns in attempt version are defined intimately, and questions of ethics and obstacle for validity of try out rankings in cross-cultural contexts are conscientiously tested. Advances in attempt translation and model method, together with statistical id of incorrect try out goods, constructing equivalence of other language models of a attempt, and methodologies for evaluating exams in a number of languages, are reviewed and evaluated. The e-book additionally makes a speciality of adapting skill, fulfillment, and character exams for cross-cultural review in academic, commercial, and scientific settings.

This booklet furthers the ITC's project of stimulating examine on well timed issues linked to evaluate. It presents a very good source for classes in psychometric tools, try out building, and academic and/or mental review, checking out, and size. Written via across the world identified students in psychometric equipment and cross-cultural psychology, the gathering of chapters also needs to offer crucial details for educators and psychologists curious about cross-cultural evaluation, in addition to scholars intending to such careers.

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In this context, it would not be unusual to expect levels of performance that may have little to do with true ability. Sociopolitical Factors. The meaning and interpretation of test scores can also differ even when the scores are the same. Consider com­ paring test scores between students from developed and developing nations, or industrialized and mainly rural societies. In this context, performance of students may not be related to ability at all. Rather, per­ formance may be a reflection of the lack of access to adequate re­ sources, or the different quality of educational services available.

CONCEPTUAL AND METHODOLOGICAL ISSUES 41 rationale of the Guidelines and to understand the positions adopted. References to the Guidelines are made where applicable. BIAS AND EQUIVALENCE The terms bias and equivalence have a slightly different meaning in the literature. Bias is often associated with the presence of nuisance factors. A measure is taken to be biased if scores of different lan­ guage versions of an instrument are differentially affected by an un­ wanted and undesirable source of variance.

1993). Translating achievement tests for use in cross-national studies. European Journal of Psychological Assessment, 9, 54-65. Hambleton, R. K. (1994). Guidelines for adapting educational and psychologi­ cal tests: A progress report. European Journal of Psychological Assessment, 10, 229-240. Hambleton, R. K. (2002). Adapting achievement tests into multiple languages for international assessments. In A. C. Porter & A. ), Method­ 1. ISSUES, DESIGNS, AND TECHNICAL GUIDELINES 37 ological advances in cross-national surveys of educational achievement (pp.

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