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.
Written by key individuals involved in the construction and evolution of the most widely used tests, this book provides critical information on the nature and scope of commonly used tests, their ...reliability and validity, administration, scoring and interpretation, and on how the tests may differ and complement each other in their utility with specific populations. Part 1 of the Handbook of Psychoeducational Assessment focuses on ability assessment and the use of full battery intelligence tests as well as brief scales and short forms. Part 2 discusses achievement and the expanded role of psychologists in consultation with educators. Part 3 covers behavior assessment with special attention given to discussion of which tests are most suitable for assessing specific behavioral problems such as ADHD, anxiety, and depression. The final section recognizes the importance of context and person sensitive assessment practices, discussing cross-cultural assessment, neuropsychological assessment, and the usefulness of dynamic assessment for program planning and intervention delivery. (DIPF/Verlag).
With the current push toward educational reform, there is great potential for innovation and change, particularly in large scale testing. One area where change is possible is in cognitive diagnostic ...assessment. Researchers in educational measurement and cognitive psychology are finally in a position to design tests targeted specifically for providing valuable information about students' cognitive strengths and weaknesses. This self-contained volume organizes what is known about cognitive diagnostic assessment in education, including its conceptual and philosophical basis, methods, and applications. The complete list of topics includes educational demand, philosophical rationale, construct validity, cognitive methods, test construction, statistical models, and unresolved issues (e.g., how to best translate diagnostic information into teaching practices). Leighton and Gierl present a comprehensive and up-to-date examination of cognitive diagnostic assessment in education.
A series of rock tests including Brazilian indirect tension test (BITT), three-point bending test (TPBT), modified shear test (MST) and uniaxial compression test (UCT) were conducted to investigate ...the acoustic emission (AE) characteristics and crack classification during rock fracture. The test results show that the rock fracture process presents an obvious segmented variation feature and has a dramatic increasing period, according to the change trends of AE hits and AE energy characteristic parameters. The AE characteristics are closely related to the types of micro-cracks produced in the rock fracture process. The elastic strain energy released by shear crack is greater than that released by tensile crack. Most of AE signals generated in compression and shear failures that mainly produce shear cracks have low average frequency (AF) values and low peak frequencies (below 100 kHz). On the contrary, most of AE signals generated in bending and tensile failures that mainly produce tensile cracks have low RA (ratio of rise time to amplitude) and high peak frequencies (above 100 kHz). In addition, the dividing lines were defined to distinguish the tensile cracks and shear cracks in the AF-RA scatter plots for different rocks. For instance, the AE signals above dividing line accounted for more than 62%, which indicated that the tensile cracks were dominant in TPBT. However, the AE signals below dividing line accounted for more than 74%, and the shear cracks were dominant in UCT. Therefore, the AE characteristics can be used to determine the fracture modes of rock, then to shed light on the micro-crack properties.
In biomedical research, weighted logrank tests are frequently applied to compare two samples of randomly right censored survival times. We address the question how to combine a number of weighted ...logrank statistics to achieve good power of the corresponding survival test for a whole linear space or cone of alternatives, which are given by hazard rates. This leads to a new class of semiparametric projection tests that are motivated by likelihood ratio tests for an asymptotic model. We show that these tests can be carried out as permutation tests and discuss their asymptotic properties. A simulation study together with the analysis of a classical data set illustrates the advantages.
This handy desk reference provides the first compilation of cross-cultural normative data for individual child neuropsychological tests. Far from being a collection of raw data, however, it ...incorporates models and concepts central to the neuropsychological assessment of children. Readers will appreciate the author's clinical focus as she discusses tests and data within the broad domains of intelligence, executive function, attention, language, motor and sensory-perceptual function, visuoperceptual, visuospatial and visuoconstructional function, and learning and memory. Written by a seasoned practitioner, this book will be an extraordinary resource for child and developmental neuropsychologists, clinical psychologists, child neurologists, and their students and trainees.
Meritocracy and Its Discontents investigates the wider social, political, religious, and economic dimensions of the Gaokao, China's national college entrance exam, as well as the complications that ...arise from its existence. Each year, some nine million high school seniors in China take the Gaokao, which determines college admission and provides a direct but difficult route to an urban lifestyle for China's hundreds of millions of rural residents. But with college graduates struggling to find good jobs, some are questioning the exam's legitimacy—and, by extension, the fairness of Chinese society. Chronicling the experiences of underprivileged youth, Zachary M. Howlett's research illuminates how people remain captivated by the exam because they regard it as fateful—an event both consequential and undetermined. He finds that the exam enables people both to rebel against the social hierarchy and to achieve recognition within it. In Meritocracy and Its Discontents, Howlett contends that the Gaokao serves as a pivotal rite of passage in which people strive to personify cultural virtues such as diligence, composure, filial devotion, and divine favor.
In the European Union (EU), allergens used for diagnostic tests (TAs) are defined as medicinal products and have to be registered by national authorities. The current situation is not homogeneous. ...Existing authorizations need to be kept in the market in some EU states, while others need complete new authorizations requiring clinical trials, quality assurance methods, stability studies, and periodic safety update reports. Allergen manufacturers argue that offering a comprehensive panel of TAs may be economically disastrous. Expenses for initiation and maintenance of TA authorizations far exceed their related revenues and manufacturers may be forced to significantly limit their allergen portfolios. The availability of a wide range of high‐quality TAs is very important for in vivo diagnoses of IgE‐mediated allergies. Increased regulatory demands induce costs that need to be covered by public health organizations or reimbursed by health insurance companies.
The allergen challenge test has been the mainstay of diagnosis of allergic diseases for a long time since it offers a direct proof of the clinical relevance of a particular allergen for the allergic ...disease symptoms and severity. Standardisation and availability for daily practice (including safety issues) are still to be refined but most of the challenge tests have safely crossed the border from research tools to diagnostic tests available for daily practice for a well trained clinical staff.
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