Adapting Educational and Psychological Tests for Cross-Cultural Assessment critically examines and advances new methods and practices for adapting tests for cross-cultural assessment and research. ...The International Test Commission (ITC) guidelines for test adaptation and conceptual and methodological issues in test adaptation are described in detail, and questions of ethics and concern for validity of test scores in cross-cultural contexts are carefully examined. Advances in test translation and adaptation methodology, including statistical identification of flawed test items, establishing equivalence of different language versions of a test, and methodologies for comparing tests in multiple languages, are reviewed and evaluated. The book also focuses on adapting ability, achievement, and personality tests for cross-cultural assessment in educational, industrial, and clinical settings.
This book furthers the ITC's mission of stimulating research on timely topics associated with assessment. It provides an excellent resource for courses in psychometric methods, test construction, and educational and/or psychological assessment, testing, and measurement. Written by internationally known scholars in psychometric methods and cross-cultural psychology, the collection of chapters should also provide essential information for educators and psychologists involved in cross-cultural assessment, as well as students aspiring to such careers.
Contents: Preface. Part I: Cross-Cultural Adaptation of Educational and Psychological Tests: Theoretical and Methodological Issues. R.K. Hambleton, Issues, Designs, and Technical Guidelines for Adapting Tests Into Multiple Languages and Cultures. F.J.R. van de Vijver, Y.H. Poortinga, Conceptual and Methodological Issues in Adapting Tests. T. Oakland, Selected Ethical Issues Relevant to Test Adaptations. S.G. Sireci, L. Patsula, R.K. Hambleton, Statistical Methods for Identifying Flaws in the Test Adaptation Process. S.G. Sireci, Using Bilinguals to Evaluate the Comparability of Different Language Versions of a Test. L.L. Cook, A.P. Schmitt-Cascallar, Establishing Score Comparability for Tests Given in Different Languages. L.L. Cook, A.P. Schmitt-Cascallar, C. Brown, Adapting Achievement and Aptitude Tests: A Review of Methodological Issues. Part II: Cross-Cultural Adaptation of Educational and Psychological Tests: Applications to Achievement, Aptitude, and Personality Tests. C.T. Fitzgerald, Test Adaptation in a Large-Scale Certification Program. C.Y. Maldonado, K.F. Geisinger, Conversion of the Wechsler Adult Intelligence Scale Into Spanish: An Early Test Adaption Effort of Considerable Consequence. N.K. Tanzer, Developing Tests for Use in Multiple Languages and Cultures: A Plea for Simultaneous Development. F. Drasgow, T.M. Probst, The Psychometrics of Adaptation: Evaluating Measurement Equivalence Across Languages and Cultures. M. Beller, N. Gafni, P. Hanani, Constructing, Adapting, and Validating Admissions Tests in Multiple Languages: The Israeli Case. P.F. Merenda, Cross-Cultural Adaptation of Educational and Psychological Testing. C.D. Spielberger, M.S. Moscoso, T.M. Brunner, Cross-Cultural Assessment of Emotional States and Personality Traits.
This article provides a focal summary of procedures on the proper adaptation of a test for cross-cultural purposes. This is directed to potential and current users of measurement instruments that ...have been developed in one culture and are intended to be adapted to another culture. Attention is directed to the absolute necessity of complying with the International Test Commission Principles of Test Adaptations.
Asthma is a heterogeneous disease. Clinical blood parameters differ by race/ethnicity and are used to distinguish asthma subtypes and inform therapies. Differences in subtypes may explain ...population-specific trends in asthma outcomes. However, these differences in racial/ethnic minority pediatric populations are unclear.
We investigated the association of blood parameters and asthma subtypes with asthma outcomes and examined population-specific eligibility for biologic therapies in minority pediatric populations.
Using data from 2 asthma case-control studies of pediatric minority populations, we performed case-control (N = 3738) and case-only (N = 2743) logistic regressions to quantify the association of blood parameters and asthma subtypes with asthma outcomes. Heterogeneity of these associations was tested using an interaction term between race/ethnicity and each exposure. Differences in therapeutic eligibility were investigated using chi-square tests.
Race/ethnicity modified the association between total IgE and asthma exacerbations. Elevated IgE level was associated with worse asthma outcomes in Puerto Ricans. Allergic asthma was associated with worse outcomes in Mexican Americans, whereas eosinophilic asthma was associated with worse outcomes in Puerto Ricans. A lower proportion of Puerto Ricans met dosing criteria for allergic asthma–directed biologic therapy than other groups. A higher proportion of Puerto Ricans qualified for eosinophilic asthma–directed biologic therapy than African Americans.
We found population-specific associations between blood parameters and asthma subtypes with asthma outcomes. Our findings suggest that eligibility for asthma biologic therapies differs across pediatric racial/ethnic populations. These findings call for more studies in diverse populations for equitable treatment of minority patients with asthma.
This article is based largely upon the author's invited address at the 113th annual convention of the American Psychological Convention, Washington, DC, as the 2005 recipient of the Samuel J. Messick ...Award bestowed by APA Division 5 and the Educational Testing Service. The author summarizes the growth of graduate training in psychometrics and quantitative psychology, in the years prior to and following the end of WWII. He then opines the steady decline in the training of psychometricians and quantitative psychologists beginning in the 1970s and continuing into the 20th century. Likely causes of the decline are inferred and prospects for strengthening the quantitative skills of doctorates are discussed, including recommendations for reversing the downward trend.
The teachings of Prescott Lecky on the self-concept at Columbia University in the 1920s and 1930s and the posthumous publications of his book on self-consistency beginning in 1945 are compared with ...the many publications of Carl Rogers on the self-concept beginning in the early 1940s. Given that Rogers was a graduate student at Columbia in the 1920s and 1930s, the striking similarities between these two theorists, as well as claims attributed to Rogers by Rogers' biographers and writers who have quoted Rogers on his works relating to self-theory, strongly suggest that Rogers borrowed from Lecky without giving him the proper credit. Much of Rogers' writings on the self-concept included not only terms and concepts which were original with Lecky, but at times these were actually identical.
Suggestions for proper procedures to use and pitfalls to avoid are offered to prospective authors of manuscripts on studies using factor analysis methods.
This paper is a follow-up comment on John B. Carroll's critique of the Big Five Model and his suggestion years ago on how to design and conduct research properly on the structure of personality and ...its assessment. The status of research on personality factor models is discussed, and conclusions are reached regarding the likely consequences and further prospects of the failure of personality theorists and practitioners to follow through on Carroll's poignant suggestion for required effort.
An update is presented on the steady decline in the education and training of psychometricians, quantitative psychologists, and personality assessment psychologists in North America.
A brief historical review is presented of the events in the USA relating to personnel selection in business and industry from 1903 to 2003. Emphasis is placed on the early periods of the century ...through the midyears. Involved in these events have been applied psychologists, the American Psychological Association, Government Agencies, Federal, Circuit Courts of Appeals, and the Supreme Court.
This article presents a brief history of psychometrics and the development in the USA shortly after the end of World War II of university graduate programs to educate and train psychometricians. ...Three decades later these programs in North America were on a steady decline. But, at the same time there was a surge in universities abroad in producing well-trained psychometricians, particularly in Western European countries, especially The Netherlands. Broad implications of the effect of this movement on psychological testing are suggested.
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