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ITC Test Adaptation Guidelines(April 21, 2000 Version)Test
Development and Adaptation Documentation/Score
Interpretations Context
C.1
Effects of cultural differences which are not relevant or important to
the main purposes of the study should be minimized to the extent possible. C.2
The amount of overlap in the constructs in the populations of interest
should be assessed. Test
Development and Adaptation
D.1
Test developers/publishers should insure that the adaptation process
takes full account of linguistic and cultural differences among the
populations for whom adapted versions of the instrument are intended. D.2
Test developers/publishers should provide evidence that the language
use in the directions, rubrics, and items themselves as well as in the
handbook are appropriate for all cultural and language populations for whom
the instrument is intended. D.3
Test developers/publishers should provide evidence that the choice of
testing techniques, item formats, test conventions, and procedures are
familiar to all intended populations. D.4
Test developers/publishers should provide evidence that item content
and stimulus materials are familiar to all intended populations. D.5
Test developers/publishers should implement systematic judgmental
evidence, both linguistic and psychological, to improve the accuracy of the
adaptation process and compile evidence on the equivalence of all language
versions. D.6
Test developers/publishers should ensure that the data collection
design permits the use of appropriate statistical techniques to establish item
equivalence between the different language versions of the instrument. D.7
Test developers/publishers should apply appropriate statistical
techniques to (1) establish the equivalence of the different versions of the
instrument, and (2) identify problematic components or aspects of the
instrument which may be inadequate to one or more of the intended populations. D.8
Test developers/publishers should provide information on the evaluation
of validity in all target populations for whom the adapted versions are
intended. D.9
Test developers/publishers should provide statistical evidence of the
equivalence of questions for all intended populations. D.10
Non-equivalent questions between versions intended for different
populations should not be used in preparing a common scale or in comparing
these populations. However, they may be useful in enhancing content validity
of scores reported for each population separately. Administration
A.1
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.
A.2
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. A.3
Those aspects of the environment that influence the administration of
an instrument should be made as similar as possible across populations for
whom the instrument is intended. A.4
Test administration instructions should be in the source and target
languages to minimize the influence of unwanted sources of variation across
populations. A.5
The test manual should specify all aspects of the instrument and its
administration that require scrutiny in the application of the test in a new
cultural context. A.6
The administrator should be unobtrusive and the administrator-examinee
interaction should be minimized. Explicit
rules that are described in the manual for the test should be followed. Documentation/Score
Interpretations
I.1
When
a test is adapted for use in another population, documentation of the changes
should be provided, along with evidence of the equivalence. I.2
Score differences among samples of populations administered the test
should not be taken at face value.
The researcher has the responsibility to substantiate the differences
with other empirical evidence. I.3
Comparisons across populations can only be made at the level of
invariance that has been established for the scale on which scores are
reported. I.4
The test developer should provide specific information on the ways in
which the socio-cultural and ecological contexts of the populations might
affect performance on the test, and should suggest procedures to account for
these effects in the interpretation of results.
Author: Iain Coyne. Copyright (c) 2001 International Test Commission. All rights reserved Revised: 21/03/2003 12:50
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