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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.

Co-published with AIR. Published in association with Assessment and accountability are now inescapable features of the landscape of higher education, and ensuring that these assessments are psychometrically sound has become a high priority for accrediting agencies and therefore also for higher education institutions. Bringing together the higher education assessment literature with the psychometric literature, this book focuses on how to practice sound assessment. This volume provides comprehensive and detailed descriptions of tools for and approaches to assessing student learning outcomes in higher education. The book is guided by the core purpose of assessment, which is to enable faculty, administrators, and student affairs professionals with the information they need to increase student learning by making changes in policies, curricula, and other programs. The book is divided into three sections: overview, assessment in higher education, and case studies. The central section looks at direct and indirect measures of student learning, and how to assure the validity, reliability, and fairness of both types. The first six chapters (the first two sections) alternate chapters written by experts in assessment in higher education and experts in psychometrics. The remaining three chapters are applications of assessment practices in three higher education institutions. Finally, the book includes a glossary of key terms in the field.

\"We focus on the application of the theoretical and measurement concepts of assessment in counseling. We use a conversational style of writing and emphasize the skills used in assessment. In this book we present theoretical basis of assessment and emphasize the practical components to enhance practice in counseling\"-- Provided by publisher.

The history of colonization contributed to Aboriginal and Torres Strait Islanders becoming one of the most disadvantaged groups in Australia. The multiple social inequalities, and therefore the constant insecurities for many about low income, poor living conditions, unemployment, and discrimination, generate chronic stress in this population. In the Baby Teeth Talk Study, an oral-health randomized controlled trial, the Perceived Stress Scale (PSS-14) was administered to 367 pregnant Aboriginal women at baseline. The aim of the present study was to evaluate the validity and reliability of the PSS-14 in an Aboriginal population. The study analysed: (a) model fit; (b) dimensionality; (c) local dependence; (d) differential item functioning; (e) threshold ordering and item fit; (f) targeting; (g) reliability; and (h) criterion validity. The dimensionality analysis indicated a two-factor structure, with negatively and positively worded items clustering together and 21.7% (95% Agresti-Coull C.I. [17.8%, 26.2%]) statistically significant t-tests between the persons' estimates. After the creation of composite items, the revised Perceived Distress (χ2 (21) = 11.74, p = 0.946) and Perceived Coping (χ2 (28) = 17.63, p = 0.935) subscales fitted the Rasch model. Reliability was modest (PersonSeparationIndexdistress = 0.72; PersonSeparationIndexcoping = 0.76). The latent correlation between the Perceived Distress and Perceived Coping subscales was r = 0.14. It is hypothesized that the social inequalities experienced by the Aboriginal population are so pronounced that even Aboriginal pregnant women that perceived themselves as coping well with life challenges ended up endorsing items regarding high levels of stress. The present research showed that a revised PSS-14 is a culturally valid and modestly reliable psychological instrument to measure stress in a population of pregnant Aboriginal women in Australia.

This book reviews the statistical procedures used to detect measurement bias. Measurement bias is examined from a general latent variable perspective so as to accommodate different forms of testing in a variety of contexts including cognitive or clinical variables, attitudes, personality dimensions, or emotional states. Measurement models that underlie psychometric practice are described, including their strengths and limitations. Practical strategies and examples for dealing with bias detection are provided throughout. The book begins with an introduction to the general topic, followed by a review of the measurement models used in psychometric theory. Emphasis is placed on latent variable models, with introductions to classical test theory, factor analysis, and item response theory, and the controversies associated with each, being provided. Measurement invariance and bias in the context of multiple populations is defined in chapter 3 followed by chapter 4 that describes the common factor model for continuous measures in multiple populations and its use in the investigation of factorial invariance. Identification problems in confirmatory factor analysis are examined along with estimation and fit evaluation and an example using WAIS-R data. The factor analysis model for discrete measures in multiple populations with an emphasis on the specification, identification, estimation, and fit evaluation issues is addressed in the next chapter. An MMPI item data example is provided. Chapter 6 reviews both dichotomous and polytomous item response scales emphasizing estimation methods and model fit evaluation. The use of models in item response theory in evaluating invariance across multiple populations is then described, including an example that uses data from a large-scale achievement test. Chapter 8 examines item bias evaluation methods that use observed scores to match individuals and provides an example that applies item response theory to data introduced earlier in the book. The book concludes with the implications of measurement bias for the use of tests in prediction in educational or employment settings. (DIPF/Orig.).

\"Are you faced with an upcoming psychometric test as part of a job application? Do you want to practise your technique and perfect your score? The best-selling Ultimate Psychometric Tests, now in its fourth edition, is the biggest book of its kind, containing over 1000 practice test questions of a multitude of different types of tests with accompanying answers and explanations. Providing sample questions from all the major types of test, including verbal reasoning, numerical reasoning, personality questionnaires, non-verbal and diagrammatic reasoning, new tests also now include spatial recognition and visual estimation, situational awareness tests as well as quantities and conversion tests. Ultimate Psychometric Tests also includes an overview of which companies employ which tests, including L'Oreal, Sony, HMV, Toyota and IKEA among others and it has plenty of advice on how to get test-wise and seriously improve scoring. The use of psychometric tests in job selection procedures is more prominent than ever and for unprepared candidates they represent a considerable challenge that can get in the way of them successfully landing a new job. This is your definitive guide to acing any type of psychometric testing you encounter as well as keeping your mind sharp and active.\"--Back cover.

It's time to look at how to maximise examination success for your pupils and your school in a whole new way. While the examination performance of pupils can define a school's success, schools have been less than systematic in preparing pupils to give their optimal performance. They focus too heavily on outcomes and too lightly on inputs to the learning process which influence performance. Whole school revision strategies, if they exist, are often curriculum knowledge based, and not designed to support and challenge individual pupils effectively. This book provides the research and practical insights required to radically review and remodel exam preparation provision with a view to ensuring more pupils, particularly those that are vulnerable, can perform to their potential. It explores recent knowledge acquisition and retention strategies, looks at reviewing pedagogical approaches across the curriculum, and addresses the need to work with pupils and parents in new ways. Most importantly it takes an ethical and mentally healthy approach to looking at effective exam preparation. Individual teachers or school leaders can use the book to enhance their current provision at a personal level, while headteachers can drive more radical change by implementing the strategies and approaches at a whole school level.