scholarly journals Culturally De-Centered Test Design for Pictorial Reasoning Assessments

2020 ◽  
Author(s):  
Joni Lakin
Keyword(s):  
Test Development ◽  
Cross Cultural ◽  
Quantitative Reasoning ◽  
Test Design ◽  
Test Adaptation ◽  
Adaptation Practices ◽  
Cultural Loading

Although methods have been developed for developing culturally “decentered” assessments that use languages, such as transadaptation strategies, pictures are often assumed to be culture-neutral and have not received similar attention. This paper describes CogAT test development in 2007-2011 on the adaptation of verbal and quantitative reasoning formats that relied exclusively on pictures for students in grades K to 2. In the course of the test development, we applied cross-cultural test adaptation practices and developed new resources for cultural fairness reviews that explicitly addressed cultural loading of pictures and concepts beyond the usual achievement domains. This paper describes these applications and provides resources for others seeking to develop culturally decentered, picture-based assessments.

The politicisation of English

1996 ◽  
Vol 13 ◽  
pp. 13-32 ◽  
Author(s):  
Lesleyanne Hawthorne
Keyword(s):  
Asylum Seekers ◽  
English Proficiency ◽  
Test Development ◽  
Language Testing ◽  
Linguistic Competence ◽  
Test Design ◽  
Special Test ◽  
Residential Status ◽  
The Past

Abstract The past decade in Australia has been characterised by a striking growth in the application of language testing, frequently in contexts governed by macro-political pressures. Despite this, the literature to date has rarely placed its first emphasis on the pragmatic considerations which typically give rise to test development, and impact on test design as well as administration outcomes. To illustrate the significance of this, this chapter explores the recent pressures surrounding the evolution and implementation of the Special Test of English Proficiency (step test) – a form of ESL testing designed not merely to assess linguistic competence, but to play a central role in the determination of residential status for substantial numbers of asylum seekers.

Impact of Missionary Training on Intercultural Readiness

2019 ◽  
Vol 36 (2) ◽  
pp. 247-261
Author(s):  
Paul Sungro Lee
Keyword(s):  
Training Program ◽  
Experimental Research ◽  
Cross Cultural ◽  
Test Design ◽  
Cultural Performance ◽  
Missionary Training ◽  
Post Test ◽  
Proper Training ◽  
Quasi Experimental ◽  
Critical Components

Abstract Going as a missionary or sending a missionary without proper training is quite reckless, and one of the most critical components of missionary preparation is intercultural readiness. This research was conducted to study the means to enhance one’s intercultural readiness and to measure its four sub-domain components that are likely to enable such a meaningful preparation at pre-departure stage. A group of 45 missions trainees at the Evangelical Alliance for Preacher Training/Commission’s School of Mission in Seoul, Korea were split into two groups, and quasi-experimental research was made on these groups through pre-test and post-test design. The research carefully examined whether EAPTC’s Missionary Candidate Training program could be another option for training the missionary candidates for effective cross-cultural performance with greater longevity on their field experience.

Fieldtest of the ITC Guidelines for Adapting Educational and Psychological Tests

1999 ◽  
Vol 15 (3) ◽  
pp. 270-276 ◽  
Author(s):  
Ronald K. Hambleton ◽  
Jiayuan Yu ◽  
Sharon C. Slater
Keyword(s):  
International Organizations ◽  
Psychological Tests ◽  
Cross Cultural ◽  
Test Adaptation ◽  
Language And Culture ◽  
Formal Evaluation ◽  
Cultural Research ◽  
Mathematics Test ◽  
Cross Cultural Research ◽  
The World

Summary: In 1994, the International Test Commission (ITC) and seven other international organizations published a draft set of guidelines for adapting educational and psychological tests from one language and culture to other languages and cultures. The purposes of the research described in this paper were to (1) fieldtest the ITC Guidelines in an actual test adaptation project and (2) suggest any necessary revisions to the Guidelines. The fieldtest involved the adaptation of a 69-item grade-8 mathematics test from English to Chinese. The results were informative because they highlighted the sorts of problems that arise in test adaptation projects. Also, as the first formal evaluation of the ITC Test Adaptation Guidelines, this work was useful to the ITC in suggesting revisions and clarifications. The findings should also be interesting to psychologists interested in cross-cultural research because the Guidelines are being widely adopted for use around the world and evidence of their validity is important.

scholarly journals Assessment Model Implemented in Learning Gallery to Teach Cross Cultural Understanding for EFL Learners

DINAMIKA ILMU ◽  
2018 ◽  
Vol 18 (1) ◽  
pp. 51-62
Author(s):  
Erna Iftanti
Keyword(s):  
Cultural Competence ◽  
Test Development ◽  
Cross Cultural ◽  
Assessment Model ◽  
Cultural Understanding ◽  
Efl Learners ◽  
Teaching Content ◽  
English Speaking ◽  
Self Test

In response to one of the demands for EFL learners to have cross cultural competence mainly on cultures of English speaking countries, this article describes assessment model implemented in Learning Gallery technique to teach Cross Cultural Understanding. Learning Gallery as one of the innovative ways of teaching content courses with an abundant coverage of materials proves to be able to help learners to be competent in some topics of cultures. This fact has been proved by implementing assessment model, namely Student-Self Test and Teacher-Made Test. The result of this study reveals that such an assessment model brings about improving the students’ cross cultural competence and leads them to be more independent learners. Moreover, through a reflective interview given at the end of the course, they claim that by developing their own test and doing their peer’s made test, they are experienced in test development in addition to be better prepared for the test. Accordingly, this study gives a meaningful insight for EFL lecturers teaching content courses to implement Learning Gallery technique with such an assessment model in order to help the EFL learners to be autonomously independent learners and competent in their own subjects learnt. 

Sign in / Sign up

Export Citation Format

Share Document