By Ronald K. Hambleton, Peter F. Merenda, Charles D. Spielberger
Adapting academic and mental assessments for Cross-Cultural evaluate severely examines and advances new tools and practices for adapting exams for cross-cultural evaluate and study. The overseas try out fee (ITC) guidance for try out model and conceptual and methodological concerns in try out variation are defined intimately, and questions of ethics and difficulty for validity of try ratings in cross-cultural contexts are rigorously tested. Advances in attempt translation and variation technique, together with statistical id of incorrect attempt goods, setting up equivalence of alternative language types of a try out, and methodologies for evaluating checks in a number of languages, are reviewed and evaluated. The booklet additionally specializes in adapting skill, success, and character exams for cross-cultural review in academic, business, and scientific settings. This e-book furthers the ITC's undertaking of stimulating examine on well timed themes linked to evaluate. It presents a great source for classes in psychometric tools, attempt development, and academic and/or mental evaluate, trying out, and size. Written via across the world identified students in psychometric tools and cross-cultural psychology, the gathering of chapters also needs to supply crucial details for educators and psychologists occupied with cross-cultural review, in addition to scholars intending to such careers.
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Additional info for Adapting Educational and Psychological Tests for Cross-Cultural Assessment
However, these same items may be useful for reporting scores in each population, separately. 1 (13) Those aspects of the environment that influence the administration of a test should be made as similar as possible across populations for whom the test is intended. 2 (14) Test developers and administrators should try to anticipate the types of problems that can be expected, and take appropriate actions to remedy these problems through the preparation of appropriate materials and instructions. 3 (15) 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.
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