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Recently, there has been an increase in text analysis and natural language processing for both research and applied practice, especially to quantify emotions in language (i.e. sentiment analysis). Building on different theories of how language and emotions interact and how these interactions differ by gender and race/ethnicity, our study assesses for bias in the use of common sentiment analysis tools (e.g. AFINN, NRC). Specifically, we focus on measurement bias and predictive bias between genders and races/ethnicities using a novel real-world dataset of participant interviews in a simulated multi-day team-based competition. There was no evidence of measurement bias by race/ethnicity, but there were some biases by gender; specifically, females tended to express higher mean levels and more variance in emotion. There was no evidence of predictive bias by gender or race/ethnicity, though the latter was marginally significant. We hope this study paves the way towards more inclusive and accurate analytical tools to help researchers reduce demographic biases in their research. These findings also hold importance for organizations in employing equitable tools to better understand the needs of their diverse customers and employees.

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 popular text introduces the reader to all aspects of psychometric assessment, including its history, the construction and administration of traditional tests, and the latest techniques for psychometric assessment online. Rust, Kosinski, and Stillwell begin with a comprehensive introduction to the increased sophistication in psychometric methods and regulation that took place during the 20th century, including the many benefits to governments, businesses, and customers. In this new edition, the authors explore the increasing influence of the internet, wherein everything we do on the internet is available for psychometric analysis, often by AI systems operating at scale and in real time. The intended and unintended consequences of this paradigm shift are examined in detail, and key controversies, such as privacy and the psychographic microtargeting of online messages, are addressed. Furthermore, this new edition includes brand-new chapters on item response theory, computer adaptive testing, and the psychometric analysis of the digital traces we all leave online. Modern Psychometrics combines an up-to-date scientific approach with full consideration of the political and ethical issues involved in the implementation of psychometric testing in today's society. It will be invaluable to both undergraduate and postgraduate students, as well as practitioners who are seeking an introduction to modern psychometric methods.

This volume is the first comprehensive resource to assist neuropsychologists to provide culturally competent services to Asian Americans. It highlights pertinent historical socio-cultural characteristics of the largest Asian American ethnic groups, which helps to conceptualize presentation, provide an optimal environment for test administration, interpret tests within a cultural context, and offer culturally sensitive feedback and recommendations. In addition, the volume gives a summary of the available neuropsychological literature for each Asian American ethnic group, recommendations for testing, and illustrative case samples. The second purpose of the volume is to provide a glimpse of how neuropsychology is currently practiced in different Asian countries, by reviewing the neuropsychological literature and by listing the available resources. This information gives valuable insights to neuropsychologists working with Asian communities throughout the world. Neuropsychology of Asian Americans is an essential resource for clinical neuropsychologists and school psychologists who perform neuropsychological services to Asians. It is also an important resource for academic neuropsychologists and students with Asians in their sample, as cultural variables may have moderating effects on data that information in this book helps to elucidate. Part 1. Asian American Neuropsychology . D. Fujii , Introduction. D. Fujii, B. Yee, S. Eap, T. Kuoch, M. Scully, Neuropsychology of Cambodian Americans. T. Wong , Neuropsychology of Chinese Americans. K. Nadal, J. Monzones , Neuropsychological Assessments and Filipino Americans: Cultural Implications for Practice. D. Fujii, A. Vang , Neuropsychology of Hmong. V. Phatak, V. Kamath, D. Fujii , Neuropsychology of Asian Indian Americans. B. Tsushima, V. Tsushima, D. Fujii , Neuropsychology of Japanese Americans. M.Y. Jo, L. Kwon Dawson , Neuropsychological Assessment of Korean Americans. D. Fujii , Neuropsychology of Laotian Americans. D. Fujii, T. Wu, K. Ratanadilok , Neuropsychology of Thai Americans. D. Ngo, M.T. Le, P.D. Le , Neuropsychology of Vietnamese Americans. Part 2. Neuropsychology in Asia . A. Chan, W. Leung, M.C. Cheung , Neuropsychology in China. K. Kumar , Neuropsychology in India. A. Isomura, M. Mimura, Neuropsychology in Japan. J. Chey, H. Park, Neuropsychology in Korea. N.C. Din , Neuropsychology in Malaysia. M.R. Lopa-Ramos , L. Ledesma , Neuropsychology in the Philippines. S. Collinson, D. Yeo , Neuropsychology in Singapore: History, Development, and Future Directions. K. Ratanadilok , Neuropsychology in Thailand Daryl Fujii is a board certified clinical neuropsychologist (American Board of Clinical Neuropsychology) and a fellow of the American Psychological Association. He has over 50 publications including an edited book, The Spectrum of Psychotic Disorders . Daryl has been actively promoting cross cultural neuropsychological competencies through his involvement with the American Academy of Clinical Neuropsychology (AACN) and Veteran’s Affairs Psychology Diversity Training Committee, and mentoring ethnic minority neuropsychologists through his participation in APA’s Division 40 Ethnic Minority Affairs Committee as well as training practicum students, interns, and post doctoral fellows. Daryl currently works as a geriatric neuropsychologist at the Pacific Island Health Care Services Center for Aging and is an international consultant and lecturer. \"While no one book can allow us to understand [cultural] differences fully, the current volume goes a long way in helping neuropsychologists feel much less helpless. ... When it comes to U.S. neuropsychologists seeing Asian clients ... The Neuropsychology of Asian-Americans is the place to look. ... A rewarding read for those who are interested in cross-cultural issues generally. The astonishing range of languages, levels and types of education, cultural practices and influences, and histories represented in this book is a useful antidote to Asian stereotyping. ... The writing is uniformly clear and straightforward, another indication of excellent editing. ... The Neuropsychology of Asian-Americans is a very practical book. It provides a concise guide to the clinician that is well-written and well-organized. Hopefully, it may serve as a model for future work concerning other immigrant populations. ... If we in the West truly want to understand the neuropsychological functioning of the human brain, we must become more aware of that other half of humanity that is addressed in this book.\" – Tedd Judd, Clinical Neuropsychologist, in Journal of the International Neuropsychological Society \" Daryl Fujii’s Neuropsychology of Asian Americans is an invaluable resource for any clinician, trainee, or student who wishes to gain cross-cultural competence with clients of Asian descent. While this book provides a comprehensive review of cultural factors that are directly applicable to neuropsychological assessment, the breadth and depth of information covered in this book is highly useful for any clinician who works with this population. \" - Lauren Drag, Ph.D., Department of Psychiatry, University of Michigan Health System, USA \"The Neuropsychology of Asian Americans superbly describes many cultural and linguistic factors that can undermine an evidence-based assessment of Asian Americans . ... The Neuropsychology of Asian Americans is a unique resource in that it provides historical background information regarding the stressors, conflicts, wars, and other sociological issues unique to each of the cultures discussed. ... The Neuropsychology of Asian Americans is an engaging, comprehensive, and informative text for any clinician who assesses or treats clients of Asian descent. The recommendations and case studies make the book easy to read and a practical reference. This book would also be useful to incorporate in course work on diversity and culturally competent practice in counseling or clinical psychology programs. It is a necessary read for any clinician using psychological or cognitive tests with Asian Americans. At the very least, any psychologist or neuropsychologist, especially those practicing in an urban environment, will benefit by having this text as a reference .\" – Robert B. Perna and Rebecca Villar in PsycCRITIQUES

Across the world, teachers’ classroom assessment tasks and responsibilities are becoming more diverse due to increased migration. In this review, we address how migrant students are affected by assessment, both summative and formative, at the classroom level, with a focus on culturally responsive assessment (CRA). Previous research has shown that CRA practices mainly occur in student-centred classrooms. Furthermore, both student and teacher beliefs about teaching and learning might negatively affect migrant students’ opportunities to engage in assessment situations. Teaching and assessment practices should be negotiated and aligned with and included in classroom norms to be culturally responsive. We propose that what is generally considered a valid and reliable assessment practice might need to be adjusted to account for students’ cultural ways of knowing and participating and how this is expressed and communicated within the classroom.

Background The Teacher Self-Efficacy in Multicultural Classrooms (TSMC) scale, included in the Teaching and Learning International Survey (TALIS) 2018, aims to measure teachers’ confidence in handling culturally diverse classrooms. However, its cross-cultural psychometric properties remain underexplored. This study evaluates the structural validity of the TSMC scale, focusing on its performance across different cultural and educational contexts. Methods As a preliminary analysis, a clustering procedure was conducted on 34 countries, excluding those with excessive missing rates from the original 47 TALIS participants. Based on the results, Japan and Colombia, which represented the two extreme ends, were selected for further investigation using the Generalized Partial Credit Model (GPCM). In particular, Japan and Colombia represent two educationally and culturally contrasting contexts with differences in curriculum flexibility, institutional practices, assessment approaches, and demographic composition. After confirming the assumption of unidimensionality, this study evaluated the structural validity of the TSMC scale by examining possible floor and ceiling effects, category response curves, test information curves, and person–item maps. Results The analysis revealed pronounced ceiling effects in Colombia and floor effects in Japan, highlighting the scale’s limited capacity to discriminate among high- and low-ability respondents. Category response curves further illustrated that the middle response options failed to capture subtle differences in teacher self-efficacy, while test information curves and person-item maps indicated biased theta values, highlighting a misalignment between the instrument's theoretical structure and its practical application, thereby compromising its structural validity. Conclusions To address the identified limitations, the present study suggests revising the TSMC scale by expanding theoretical depth, enhancing measurement sensitivity, pilot testing & iteration, and considering countries’ sociocultural differences for a more accurate interpretation of the results. The proposed refinements could enhance the scale’s validity and cross-cultural applicability, ensuring culturally responsive and psychometrically sound assessments of teachers’ multicultural self-efficacy. The recommendations hold implications for improving large-scale educational surveys and informing policy interventions to support culturally responsive teaching worldwide.

Research on globalization and education involves the study of intertwined worldwide discourses, processes, and institutions affecting local educational practices and policies. The four major theoretical perspectives concerning globalization and education are world culture, world systems, postcolonial, and culturalist. The major global educational discourses are about the knowledge economy and technology, lifelong learning, global migration or brain circulation, and neoliberalism. The major institutions contributing to global educational discourses and actions are the World Bank, the Organization for Economic Cooperation and Development, the World Trade Organization, the United Nations, and UNESCO. International testing, in particular the Trends in Mathematics and Science Study (TIMSS) and Programme for International Student Assessment (PISA), and instruction in English as the language of commerce are contributing to global uniformity of national curricula. Critics of current global trends support educational alternatives that will preserve local languages and cultures, ensure progressive educational practices that will protect the poor against the rich, and protect the environment and human rights.

There is no question that teachers nowadays are challenged to adapt their teaching practices to the needs that arise from increasing diversity in the current classroom. Since effective teaching asks for alignment between teaching and assessment practices, the increasing diversity challenges teachers’ assessment practices and schools’ assessment policies as well. This study will explore these practices and policies in schools with a diverse student population. To this end, data was collected in 2017 through case studies in six primary schools, three of which are characterized by a heterogeneous pupil composition and three of which have a homogeneous composition. The data collection includes interviews with six school principals and 24 teachers in primary education, six of whom are employed in pre-primary education. Although the results show a variety in reported assessment practices, there is no evidence for differences linked to schools’ pupil composition. This study emphasizes the crucial role of an assessment policy at the school level, as it serves as a condition for high-quality assessment practices that support effective teaching, while also responding to the challenges of diversity.

This study validates Danielson Framework for Teaching (DFfT) instruments’ structure, dependability, and contextual appropriateness within the multicultural, standards-driven education system of the United Arab Emirates (UAE) in accordance with Vision 2021 and national teacher competency frameworks. Quantitative data were collected from 629 UAE schoolteachers through administering a questionnaire-based survey. Principal Component Analysis and Confirmatory Factor Analysis yielded discriminant, convergent, and construct validity in addition to internal consistency using the Composite Reliability Index and Average Variance Extracted for all scales. Four DFfT domains were shown to have a stable structure based on Principal Component Analysis results: planning and preparation (six factors, α = 0.92–0.99), learning environment (five factors, α = 0.98–0.99), learning experiences (five factors, α = 0.96–0.99), and principled teaching (six factors, α = 0.69–0.99). Notably, all constructs had excellent model fit with substantial factor loadings and inter-item as confirmed by the results of the Confirmatory Factor Analysis. With the exception of one minor subscale (α = 0.69), all dependability coefficients exceeded recommended benchmarks. The first-order full DFfT structural model of the four main domains validation demonstrated a reliable framework (CFI = 0.917, TLI = 0.902, IFI = 0.919, χ [sup.2]/df = 1.635, and RMSEA = 0.078) for professional development, instructional improvement, and policy alignment with potential relevance beyond the UAE context, as well as psychometric soundness and contextual adaptability for teachers’ professional growth and evaluation in UAE schools. The study’s findings are significant, as they are the first to empirically validate the psychometric properties of the Danielson framework of teaching instruments in the UAE.

Lower reading and mathematics performance of Turkish immigrant students as compared to mainstream European students could reflect differential learning outcomes, differential socioeconomic backgrounds of the groups, differential mainstream language proficiency, and/or test bias. Using PISA reading and mathematics scores of these groups, we examined the role of bias and various measures related to immigrant integration policies of the host societies. Results of a multilevel analysis of reading and mathematics tests demonstrated that at individual level, students with higher scores on an index of economic, social, and cultural status obtained higher achievement scores. At country level, MIPEX scores of education and the human development index of participating countries could predict differences in reading results but not in mathematics. After correction for background characteristics, effect sizes showed a difference of .65 SD (down from a value of .96 before correction) for reading and .58 SD (down from .78) for mathematics. However, a similar correction for background variables increased the score differences between Turkish immigrants and mainstreamers.