The central issue in test translations and adaptations is producing instruments that adequately measure target constructs across cultures. There are two main perspectives on equivalence - linguistic equivalence focuses on similarity of linguistic features, while psychological equivalence focuses on similarity of meaning and scores. A good translation combines high levels of construct, cultural, linguistic, and measurement equivalence. There is no single best approach, as the optimal method depends on the specific case. Multiple procedures can be used together to evaluate translation accuracy.
American psychologist Henry Murray developed a theory of personality that was organized in terms of motives, and needs. Murray described a need as a potentiality or readiness to respond in a certain way under certain given circumstances.
Theories of personality based upon needs and motives suggest that our personalities are a reflection of behaviors controlled by needs.
Raven’s Progressive Matrices are a group or individually administered tests that non-verbally assesses intelligence in children and adults through abstract reasoning.
The Rotter Incomplete Sentences Blank is a projective psychological test developed by Julian B. Rotter. It comes in three forms (for different age groups) and comprises 40 incomplete sentences usually only 1–2 words long, such as "I regret ..." and "Mostly girls ...".
The Rotter Incomplete Sentences Blank (RISB) is the most frequently used sentence completion test of personality and socioemotional functioning. A performance-based test, the RISB is used to screen for adjustment problems, to facilitate case conceptualization and diagnosis, and to monitor treatment.The Rorschach Inkblot Test, the TAT, the RISB, and the C-TCB are all forms of projective tests.
The Rotter Incomplete Sentences Blank is an attempt to standardize the sentence completion method for the use at college level. Forty items are completed by the subject. These completions are then scored by comparing them against typical items in empirically derived scoring manuals for men and women and by assigning to each response a scale value from 0 to 6. The total score is an index of maladjustment.
The sentence completion method of studying personality is a semi structured projective technique in which the subject is asked to finish a sentence for which the first word or words are supplied. As in other projective devices, it is assumed that the subject reflects his own wishes, desires, fears and attitudes in the sentences he makes. Historically, the incomplete sentence method is related most closely to the word association test. In some test incomplete sentences tests only a single word or brief response is called for; the major differences appears to be in the length of the stimulus. In the sentence completion tests, tendencies to block and to twist the meaning of the stimulus words appear and the responses may be categorized in a somewhat similar fashion to the word association method.
The Incomplete Sentences Blank can be used, of course, for general interpretation with a variety of subjects in much the same manner that a clinician trained in dynamic psychology uses any projective material. However, a feature of ISB is that one can derive a single over-all adjustment score. This over-all adjustment score is of particular value for screening purposes with college students and in experimental studies. The ISB has also been used in a vocational guidance center to select students requiring broader counseling than was usually given, in experimental studies of the effect of psychotherapy and in investigations of the relationship of adjustment to a variety of variables.
American psychologist Henry Murray developed a theory of personality that was organized in terms of motives, and needs. Murray described a need as a potentiality or readiness to respond in a certain way under certain given circumstances.
Theories of personality based upon needs and motives suggest that our personalities are a reflection of behaviors controlled by needs.
Raven’s Progressive Matrices are a group or individually administered tests that non-verbally assesses intelligence in children and adults through abstract reasoning.
The Rotter Incomplete Sentences Blank is a projective psychological test developed by Julian B. Rotter. It comes in three forms (for different age groups) and comprises 40 incomplete sentences usually only 1–2 words long, such as "I regret ..." and "Mostly girls ...".
The Rotter Incomplete Sentences Blank (RISB) is the most frequently used sentence completion test of personality and socioemotional functioning. A performance-based test, the RISB is used to screen for adjustment problems, to facilitate case conceptualization and diagnosis, and to monitor treatment.The Rorschach Inkblot Test, the TAT, the RISB, and the C-TCB are all forms of projective tests.
The Rotter Incomplete Sentences Blank is an attempt to standardize the sentence completion method for the use at college level. Forty items are completed by the subject. These completions are then scored by comparing them against typical items in empirically derived scoring manuals for men and women and by assigning to each response a scale value from 0 to 6. The total score is an index of maladjustment.
The sentence completion method of studying personality is a semi structured projective technique in which the subject is asked to finish a sentence for which the first word or words are supplied. As in other projective devices, it is assumed that the subject reflects his own wishes, desires, fears and attitudes in the sentences he makes. Historically, the incomplete sentence method is related most closely to the word association test. In some test incomplete sentences tests only a single word or brief response is called for; the major differences appears to be in the length of the stimulus. In the sentence completion tests, tendencies to block and to twist the meaning of the stimulus words appear and the responses may be categorized in a somewhat similar fashion to the word association method.
The Incomplete Sentences Blank can be used, of course, for general interpretation with a variety of subjects in much the same manner that a clinician trained in dynamic psychology uses any projective material. However, a feature of ISB is that one can derive a single over-all adjustment score. This over-all adjustment score is of particular value for screening purposes with college students and in experimental studies. The ISB has also been used in a vocational guidance center to select students requiring broader counseling than was usually given, in experimental studies of the effect of psychotherapy and in investigations of the relationship of adjustment to a variety of variables.
UX Week Presentation from Steve Portigal - Cross-Cultural ResearchSteve Portigal
Effective user research requires both observation and interviewing. When doing research we strive to get outside our own default expectations and perceptions, in order to better see the details of what we're looking at, in other words, to understand the cultural context. This third component is the most crucial to innovation. Interesting things happen when we leave our homes and our comfort zone, perhaps in another country where business, language, food, and more is beyond our own frames of reference.
Steve Portigal, founder of Portigal Consulting, offers expert tips in both observation and interviewing, and considers the challenges and opportunities in conducting research abroad. He believes that one way to better understand a different culture is to look at how things in your own culture are handled differently. He gives some examples of how some things are promoted differently in Japan than in the United States. He states that mundane observations reveal important cultural differences.
The raise of attention to the relatively new phenomenon of MOOCs has put them at the cutting edge of the debate on networked teaching and learning. Research on MOOCs seems to have overcome the exploratory phase, and is approaching a consolidation of themes and objectives. However, little attention has been paid to methodological issues in MOOCs research. Furthermore, the methodological approaches most widely adopted in this area could cast out conclusions, which should be reconsidered either from a critical theoretical point of view, or from studies of empirical replication. In this paper the authors have reviewed fifty-seven journal articles on MOOCs in order to analyze the methodological approaches most commonly adopted in this field of research. The results have been initially grouped, taking into consideration the traditional methodological classification: quantitative, qualitative, mixed-methods, design-based research, literature review, theoretical contribution. Furthermore, the methods adopted within the above mentioned approaches have been considered. In order to deepen on the understanding about the methodological approaches, the conceptual model “full cycle of educational research”, with its seven phases has been adopted to classify the several articles reviewed. On these basis, the authors analyze the “methodological trends” within the field of MOOCs. The purpose is to show gaps and criticalities as well as to suggest future directions for selecting methodological approaches in the field of MOOCs research.
13th European Conference on e-Learning ECEL-2014
Aalborg University, Copenhagen, Denmark
30-31 October 2014
Best Practices in Quantitative Cross-Cultural Research (updated in March 2011)Hora Tjitra
Best Practices in Quantitative Cross-Cultural Research.
A series of six presentation, introduce scientific research in the areas of cross-cultural, using quantitative approach.
Balanço de Medicamentos Psicoativos e de outros Sujeitos a Controle Especial - BMPO, destina-se ao registro de vendas de medicamentos a base de substâncias constantes das listas "A1", "A2" (entorpecentes), "A3" e "B2" (psicotrópicos) e "C4" (anti-retrovirais) deste Regulamento Técnico e de suas atualizações, por farmácias e drogarias conforme modelo (ANEXO XXI) , em 2 (duas) vias, e remetido à Autoridade Sanitária pelo Farmacêutico Responsável trimestralmente até o dia 15 (quinze) dos meses de abril, julho, outubro e janeiro.
Balanço de Medicamentos Psicoativos e de outros Sujeitos a Controle Especial - BMPO, destina-se ao registro de vendas de medicamentos a base de substâncias constantes das listas "A1", "A2" (entorpecentes), "A3" e "B2" (psicotrópicos) e "C4" (anti-retrovirais) deste Regulamento Técnico e de suas atualizações, por farmácias e drogarias conforme modelo (ANEXO XXI) , em 2 (duas) vias, e remetido à Autoridade Sanitária pelo Farmacêutico Responsável trimestralmente até o dia 15 (quinze) dos meses de abril, julho, outubro e janeiro.
Balanço de Medicamentos Psicoativos e de outros Sujeitos a Controle Especial - BMPO, destina-se ao registro de vendas de medicamentos a base de substâncias constantes das listas "A1", "A2" (entorpecentes), "A3" e "B2" (psicotrópicos) e "C4" (anti-retrovirais) deste Regulamento Técnico e de suas atualizações, por farmácias e drogarias conforme modelo (ANEXO XXI) , em 2 (duas) vias, e remetido à Autoridade Sanitária pelo Farmacêutico Responsável trimestralmente até o dia 15 (quinze) dos meses de abril, julho, outubro e janeiro.
How People Learn
Today, the primary theory is socio-constructivist—in which knowledge is understood to be importantly shaped by the context in which it is situated, and is actively constructed through social negotiation with others. On this understanding, learning environments should be where:
• Constructive, self-regulated learning is fostered
• The learning is sensitive to the context
• It will often be collaborative
Theoretical concepts do not yield concrete prescriptions for classroom application, but the good theory can be used flexibly and creatively by teachers in their planning and educational practice. At the same time, not all learning takes place in the classroom as much of it occurs at home, on the sports field, in museums and so forth (non-formal education), and sometimes implicitly and effortlessly (informal learning).
12 Learning Theories:
• Constructivism
• Behaviorism
• Piaget's Developmental Theory
• Neuroscience
• Brain-Based Learning
• Learning Styles
• Multiple Intelligences
• Right Brain/Left Brain
• Thinking
• Communities of Practice
• Control Theory
• Observational Learning
• Vygotsky and Social Cognition
Second Language Acquisition related to testing model in Finland, and its implications for designing future technology for innovative testing generations to come.
Engagement strategies for (dis-)alignment with readership in postgraduate li...Lok Ming Eric Cheung
Abstract
While advanced EAP studies emphasise the evaluative purposes of literature reviews (LRs) in research articles and doctoral theses, little research has been conducted to investigate LRs as a common postgraduate assignment genre. As LRs require student writers to adopt an evaluative position and to critically reflect on the studies under review, it is paramount for the writers to deploy evaluative resources to establish convincing and objective evaluation. To address the challenges of exhibiting objective criticality, the present study analyses 30 LR assignments produced by English L2 postgraduate Applied Linguistics students at a Hong Kong university. Based on Martin and White’s (2005) APPRAISAL framework, the present study identifies and discusses the discourse strategies and lexicogrammatical features that engage readers with the authors’ evaluative positioning. Through the investigation of the English L2 postgraduate LR assignments, the findings from the present study provides valuable insights related to pedagogy that helps student writers deploy appropriate evaluative resources which effectively display their critical voice in academic writing.
References
Martin, James & White, Peter. 2005. The Language of Evaluation: Appraisal in English. London: Palgrave Macmillan.
This webinar will provide an overview of the Role-Space model developed by Peter Llewellyn-Jones and Robert G. Lee. The core premise is that a role is not something we have, rather is it something we do. The model proposes three interrelated dimensions of interpreter decision making and behavior: interaction management, participant alignment and the presentation of self. The interaction between and amongst these axes forms the role-space that an interpreter occupies in an interaction. Before learning to interpret, students must be aware of their own communicative behaviors in the languages and cultures with which they work before applying them cross-linguistically and cross-culturally. Examples from the trainer’s own interpreting and teaching practice will be provided to illustrate applications of the model.
This session answers the following questions: (1) What are the implications of the 4IR on Educational Assessment and Education as a whole? (2) What skills do we need to assess given the landscape of the 4IR? (3) How do we assess such skills to prepare students in the 4IR? (4) What standards should schools adapt to prepare students in the 4IR?
The objectives of this session are: (1) Identify the characteristics of an effective research mentor, (2) Identify issues and problems in thesis/research mentoring. (3) Make a flowchart of the mentoring process
Managing technology integration in schoolsCarlo Magno
This session answers the following questions: (1) How do we integrate technology in teaching and learning? (2) Is technology integration effective? (3) How do we support technology integration in our schools? (4) How do we know we are in the right track on technology integration?
This session first describes 21st century learning. Technology integration is described, shift in the use of technology in learning, the use of LMS, and the flipped classroom.
Empowering educators on technology integrationCarlo Magno
This presentation answers the following questions: (1) What is the status of technology integration among private schools? (2)What is needed among teachers to implement well technology integration? (3) What is needed among school administrators to make technology integration work? (4) What are the indicators of successful practice in ICT integration?
This slide tackles the steps, guidelines, and parts of an online lesson. A checklist is provided to assess whether the online lesson conform to quality standards.
This presentation provides an overview of K to 12 Curriculum in the Philippines. The different principles to be considered in teaching and learning the curriculum based on the best teaching and learning practices of the APA is tackled.
Accountability in Developing Student LearningCarlo Magno
This slide emphasizes on the role of instructional leaders to support instruction that would eventually lead to student learning. Different strategies on instructional leadership is tackled in order to achieve student progress overtime.
The Instructional leader: TOwards School ImprovementCarlo Magno
This slide contains (1) Purpose of instructional leadership, (2) What is instructional leadership? (3) Curriculum involvement
Functions of an instructional leader, (4) Roles of the instructional leader (5) Characteristics of instructional leadership, (5) Activities of instructional leadership, (6) Effective instructional leaders, (7) Instructionally effective schools, and (8)
Philippine Professional Standards for Teaching.
Guiding your child on their career decision makingCarlo Magno
This presentation provides perspective for parents to understand the career development of their child and how they get involved in their child's career development.
This presentation emphasizes on assessing science based on learning competencies, selecting appropriate forms of assessment and developing written and performance based tasks on science.
Assessment in the Social Studies CurriculumCarlo Magno
This presentation contains two assessment competencies of teachers in social studies: (1) Constructive alignment and (2) and making decisions as to give written works or performance-based assessment in class. Some guidelines in making paper and pencil items and performance-based task are presented.
This presentation covers new perspectives in using books in the classroom. The utility of books are integrated with pedagogical practices such as essential questions, inquiry-based approach, authentic-based tasks, and learner-centeredness
4. What is the central issue in
translations/adaptations?
Producing instruments that measure target
constructs adequately in target cultures
5. A Note on Terminology
Translation
Conventional term, still often used
Adaptation
Has become generic term for modern translation
practices
Based on increased sensitivity for non-linguistic factors
in translations, such as cultural norms of address,
relevance of thorough knowledge of target culture
6. Main Applications of
Translations/Adaptations
Comparative Studies
Comparison of construct or mean scores
across cultures
High demands on comparability of scores
Maximizing comparability
Monocultural studies in target culture
Main issue is ensuring validity in new context
Few demands on comparability scores
Maximizing local suitability
7. Translations in Historical Perspective
Stage 1:
Close translations were standard practice
Techniques were developed (e.g., translation back
translation)
Important societal developments:
Globalization and migration (multi-ethnic societies)
Stage 2:
Increasing appreciation that close translations have
problems, e.g., Grade 12 = Form 6 = ……?
Need for adaptations, localizations
Need for standardization of adaptation procedures
8. What is a Good Translation/
Adaptation?
Dependent on perspective
Linguistic
perspective
Psychological perspective
Mapping problem:
Translating/adaptingcan be seen as finding an
optimal mapping of text in two languages
What is a good mapping?
A good mapping shows equivalence of the
original and translation
9. Example
What is the American equivalent of the
Dutch item “Hoe heet de koningin van
Nederland?” (Suppose that item is part of
a test of crystallized intelligence)
Literal/close translation: What is the name
of the queen of the Netherlands?”
Problem: Item more difficult for American
children than for Dutch children
Adaptation: “What is the name of the
president of the USA?”
Problem: Queen and president are not equally
known in their respective countries
10. What Does “Equivalent” Mean?
Eusebius Hieronymus (St. Jerome, famous
bible translator from Greek and Hebrew to
Latin; ±347—419/420):
2 types of translations: “words” and “meanings”
(he favored the latter)
Here two types of equivalence relevant:
linguistic
mapping/equivalence
psychological }
11. Linguistic Equivalence
(Broader than similarity of words)
Linguistic equivalence refers to
similarity of linguistic features of a text.
Examples of relevant linguistic
features are:
Lexical similarity
Grammatical accuracy
In general: emphasis on formal-textual characteristics (cf.
automatic translations)
12. Psychological Equivalence
Psychological equivalence refers
to similarity of (psychological)
meaning and scores
Similarity in a broad sense:
Textual, e.g.,
Connotationof words, implied context of text
Comprehensibility
Metrical:
Score comparability
13. Relationship between Two
Perspectives
Three possible relations between linguistic and
psychological features, depending on the
overlap:
a. complete c. none
b. partial
psych. linguistic
Translatable Poorly translatable Essentially
non-translatable
14. Translatability
A psychological test/item is
Well translatable if linguistic and
psychological features yield the same
translation
Poorly translatable if linguistic and
psychological features do not entirely
converge (e.g., translation of slang:
meaning is translatable, but conciseness
is lost)
Non-translatable if there is a complete
or nearly complete nonoverlap (e.g.,
Jabberwocky)
15. Framework for
Translations/Adaptations
Need for a theoretical—
methodological framework that
links all stages of a project
Bias and equivalence as key
concepts
16. Steps in Designing Cross-Cultural Tests
(Hambleton & Patsula, 1999)
1. Ensure that construct equivalence exists in the language and cultural groups
of interest.
2. Decide whether to adapt an existing test or develop a new test.
3. Select well-qualified translators.
4. Translate and adapt the test.
5. Review the adapted version of the test and make necessary revisions.
6. Conduct a small tryout of the adapted version of the test.
7. Carry out a more ambitious field-test.
8. Choose a statistical design for connecting scores on the source and target
language versions of the test.
9. If cross-cultural comparisons are of interest, ensure equivalence of the
language versions of the test.
10. Perform validation research, as appropriate.
11. Document the process and prepare a manual for the users of the adapted
tests.
12. Train users.
13. Monitor experiences with the adapted test, and make appropriate revisions.
17. Overview of Common Procedures to
Examine Accuracy of Translations/
Adaptations
Procedures as opportunities to strengthen the
quality of a translation/adaptation project
Two taxonomies presented here:
common: (back) translations vs. committee
approach
use of existing/new material
18. Theoretical and Methodological
Background
Crucial concept in translations is equivalence:
Linguistic
Mapping of linguistic meaning (word meaning,
sentence meaning)
Psychological
Mapping of psychological meaning (serves the
same psychological function in all languages?)
A good translation combines these considerations
19. Options
Adoption (Close “literal” translation)
Advantage: maintains metric equivalence
Disadvantage: adequacy (too) readily assumed,
should be demonstrated
Adaptation(changing contents of one or
more items so as to increase cultural
appropriateness)
Advantage: more flexible, more tailored to the
context
Disadvantage: fewer statistical techniques
available to compare scores across cultures
Assembly (composing a new instrument)
Advantage: very flexible
Disadvantage: almost no comparability
maintained
20. A Sample of Possible Procedures
(after Harkness, 2003)
• Translation back translation
• Committee approach (forward
Translation stage translations)
• Mixed approaches (e.g., independent
forwards)
•Think alouds, focus groups
Pretesting stage
•Feedback from mono- and bilinguals
(qualitative) •Comprehension and readability checks
Pretesting or actual
• Equivalence and bias analyses (DIF,
administration structural equivalence)
(quantitative)
21. Strength and Weakness of
Translations Back Translation
Main strengths Main weaknesses
• Well accepted quality • Capitalizes on linguistic,
check; standard cultural, and item-writing
procedures well known in skills of (usually) a single
scientific community (incl. person
researchers, grant • Can produce stilted
institutions and journal language
boards) • Readability and
• No knowledge of target comprehensibility in
language required target language may be
problematic
22. What is the Best Option?
One type is not intrinsically better or worse than
another
Main question is
NOT
What is globally the best choice?
BUT
What is the best choice in a specific
case?
23. Four Important Perspectives
(Harkness & Van de Vijver, in preparation):
Construct Cultural Linguistic Measurement
equivalence equivalence equivalence equivalence
• Similarity of • Norms about • Translation • Retention of
construct in interaction accuracy: psychometric
source and (modes of Retention of features
target culture address) denotation (response
• “Cultural fact and styles)
sheet” connotation • Similarity of
factors
measured by
a test and
comparability
of scores
25. A good translation/adaptation
combines equivalence
perspectives
What is a good translation/
adaptation?
A translation or adaptation is
good when it combines high
levels of construct, cultural,
linguistic, and measurement
equivalence.
26. Is There a Best Way to Translate an
Instrument?
Simple items often straightforward to
translate
Close translations will do well, various kinds
of equivalence jointly maximized
More complex items often require choices
about which equivalence will be maximized:
Maximizing comparability or cultural
appropriateness ?
27. Different
perspectives on
equivalence often, but not always
compatible
Example: cross-cultural differences in modes
of address
Maximizing linguistic equivalence may
challenge cultural appropriateness (e.g.,
requests may be too direct)
Maximizing cultural appropriateness may
challenge statistical equivalence (e.g.,
rephrasing may threaten comparability of
scores)
29. Patel, Abas, Broadhead, Todd, & Reeler (2001)
In Zimbabwe, multiple somatic complaints such as
headaches and fatigue are the most common
presentations of depression. On inquiry, however, most
patients freely admit to cognitive and emotional
symptoms. Many somatic symptoms, especially those
related to the heart and the head, are cultural
metaphors for fear or grief. Most depressed individuals
attribute their symptoms to “thinking too much”
(kufungisisa), to a supernatural cause, and to social
stressors. Our data confirm the view that although
depression in developing countries often presents with
somatic symptoms, most patients do not attribute their
symptoms to a somatic illness and cannot be said to
have “pure” somatisation. This means that it is vital to
understand the culture specific terminology used by
patients and to assess mood in those with multiple
somatic complaints.
Consequence
Common western measures of depression will under-
diagnose depression in Shona speakers.
30. Example Culture-Driven
Example: ‘Burglar’ (Picture Arrangement; adapted for use
in low-SES children in Bangalore, India )
Problems:
1. Unclear whether the burglar was getting in
or getting out;
2. Man not recognized as burglar;
3. Window was not recognized (vertically
moving windows are uncommon in India)
Malda, Van de Vijver, Srinivasan, Transler (2008): Adapting a Western Cognitive Test for a
30
Non-Western Context: The KABC-II in Bangalore, India
31. Example of Language-Driven
Adaptation
Example: Do you often feel distressed?
Translation to Dutch:
“Distressed” does not have an equivalent word in Dutch
Possible solutions
Composite of different emotions in Dutch; ask for frequency
of composite (“how often do you feel X and Y?”). Problem:
composite may not be recognizable
Choose a single emotion that is as close as possible; problem:
change of item content if no close match can be found
Describe the emotion in the item (e.g., vignette); problem:
may require a similar description in English original
Need to check adequacy of chosen solution in statistical
analysis
Combination of judgmental and statistical evidence crucial in
instruments that are more difficult to translate/adapt
33. Rover
Test content:
Additional instructions in subtest Rover
One additional instruction in subtest Pattern
Reasoning
Slight change of subtest composition and item order
in subtest Triangles
Sample item Original version
Sample item Indian version
Problem: original sample item was too difficult; this
item has been added as actual test item
35. What now is the challenge
for psychologists?
Construct own psychological
instrument of which is basically
applicable for our own culture
instead of adaptations of other
cultures test.