Pedagosko i psiholosko testiranje i procjenjivanje spadaju među najvažnije doprinose znanosti o ponasanju nasem drustvu i pružaju temeljna i znacajna poboljsanja u odnosu na ranije postupke. Iako se ne može ustvrditi da su svi testovi dovoljno usavrseni niti da su sva testiranja razborita i korisna, postoji velika kolicina informacija koje ukazuju na ucinkovitost kvalitetnih instrumenata u onim situacijama u kojima je njihovo koristenje potkrijepljeno validacijskim podacima. Pravilna upotreba testova može dovesti do boljih odluka o pojedincima i programima nego sto bi to bio slucaj bez njihovog koristenja, a također i ukazati na put za siri i pravedniji pristup obrazovanju i zaposljavanju. Međutim, losa upotreba testova može dovesti do zamjetne stete nanesene ispitanicima i drugim sudionicima u procesu donosenja odluka na temelju testovnih podataka. Cilj Standarda je promoviranje kvalitetne i eticne upotrebe testova te uspostavljanje osnovice za ocjenu kvalitete postupaka testiranja. Svrha objavljivanja Standarda je uspostavljanje kriterija za evaluaciju testova, provedbe testiranja i posljedica upotrebe testova. Iako bi evaluacija prikladnosti testa ili njegove primjene trebala ovisiti prvenstveno o strucnim misljenjima, Standardi pružaju okvir koji osigurava obuhvacanje svih relevantnih pitanja. Bilo bi poželjno da svi autori, sponzori, nakladnici i korisnici profesionalnih testova usvoje Standarde te da poticu druge da ih također prihvate.

Standards for educational and psychological testing

The adaptation of psychological instruments is a complex process that requires a high methodological rigor. Because there is no consensus in the literature about its steps, this article discuss some essential aspects regarding the cross- cultural adaptation of psychological instruments and proposes guidelines to the researchers about the different steps of this process. Some considerations regarding the validation of the adapted instrument are also presented. In this stage, we discuss some aspects regarding the factorial structure of the instrument, which might be evaluated through statistical procedures, such as exploratory and confi rmatory factor analysis. More than that, the authors provide some guidelines to the validation of psychological instruments in different cultures.

/pdf/adaptacao-e-validacao-de-instrumentos-psicologicos-entre-2n6g1epw4b.pdf

Adaptação e Validação de Instrumentos Psicológicos entre Culturas: Algumas Considerações

/pdf/automated-essay-scoring-with-e-rater-v-2-0-research-report-11dxymy8jl.pdf

Automated Essay Scoring with e-rater® v.2.0. Research Report. ETS RR-04-45.

Markus and Kitayama’s (1991) theory of independent and interdependent self-construals had a major influence on social, personality, and developmental psychology by highlighting the role of culture in psychological processes. However, research has relied excessively on contrasts between North American and East Asian samples, and commonly used self-report measures of independence and interdependence frequently fail to show predicted cultural differences. We revisited the conceptualization and measurement of independent and interdependent self-construals in 2 large-scale multinational surveys, using improved methods for cross-cultural research. We developed (Study 1: N = 2924 students in 16 nations) and validated across cultures (Study 2: N = 7279 adults from 55 cultural groups in 33 nations) a new 7-dimensional model of self-reported ways of being independent or interdependent. Patterns of global variation support some of Markus and Kitayama’s predictions, but a simple contrast between independence and interdependence does not adequately capture the diverse models of selfhood that prevail in different world regions. Cultural groups emphasize different ways of being both independent and interdependent, depending on individualism-collectivism, national socioeconomic development, and religious heritage. Our 7-dimensional model will allow future researchers to test more accurately the implications of cultural models of selfhood for psychological processes in diverse ecocultural contexts. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

/pdf/beyond-the-east-west-dichotomy-global-variation-in-cultural-j9dxi8538k.pdf

Beyond the 'east-west' dichotomy: Global variation in cultural models of selfhood.

A framework for evaluation and use of automated scoring of constructed-response tasks is provided that entails both evaluation of automated scoring as well as guidelines for implementation and maintenance in the context of constantly evolving technologies. Consideration of validity issues and challenges associated with automated scoring are discussed within the framework. The fit between the scoring capability and the assessment purpose, the agreement between human and automated scores, the consideration of associations with independent measures, the generalizability of automated scores as implemented in operational practice across different tasks and test forms, and the impact and consequences for the population and subgroups are proffered as integral evidence supporting use of automated scoring. Specific evaluation guidelines are provided for using automated scoring to complement human scoring for tests used for high-stakes purposes. These guidelines are intended to be generalizable to new automated scoring systems and as existing systems change over time.

A Framework for Evaluation and Use of Automated Scoring

Guidelines for translating educational and psychological assessments for use across different languages and cultures have been developed by the International Test Commission and the Joint Committee on Standards for Educational and Psychological Testing. Common themes in these guidelines and standards are when translating items both judgmental and statistical techniques should be used to ensure item comparability across languages, and rigorous quality-control steps should be included in the translation process. In this study, the authors use differential item functioning methodology to evaluate the comparability of translated items at two different points in time—after the initial translation and 4 years later after the translations were revisited using a more rigorous translation model. The results indicated that the revised translations led to improvements in some but not all items. Improvements in the process of translating survey items, even when based on accepted professional standards, should be stat...

Evaluating Guidelines For Test Adaptations A Methodological Analysis of Translation Quality

Computer-automated scoring (CAS) is becoming a popular tool in assessment. Various studies have been conducted to assess the quality of CAS-system-generated scores. There is then a need for a systematic examination of these studies in the context of contemporary validity concepts and current practice. This article starts with a brief introduction to current CAS systems. Next, we review the current practice of validating CAS-system-generated scores. Finally, we present a conceptual framework and general recommendations for designing validation studies for CAS procedures.

A Review of Strategies for Validating Computer-Automated Scoring

Survey data have recently been compared and contrasted with so-called “Big Data” and some observers have speculated about how Big Data may eliminate the need for survey research. While both Big Data and survey research have a lot to offer, very little work has examined the ways that they may best be used together to provide richer datasets. This chapter offers a broad definition of Big Data and proposes a framework for understanding how the benefits and error properties of Big Data and surveys may be leveraged in ways that are complementary. This chapter presents several of the opportunities and challenges that may be faced by those attempting to bring these different sources of data together.

/pdf/the-role-of-surveys-in-the-era-of-big-data-2hppwegvb2.pdf

The Role of Surveys in the Era of “Big Data”

The use of progress indicators seems to be standard in many online surveys. Researchers include them in surveys in the hope they will help reduce drop-off rates. However, there is no consensus in the literature regarding their effects. In this meta-analysis, we analyzed 32 randomized experiments comparing drop-off rates of an experimental group who completed an online survey in which a progress indicator was shown to drop-off rates of a control group to whom the progress indicator was not shown. In all the studies, a drop-off was defined as a discontinuance of the survey (at any point) after it has begun, resulting in failure to complete the survey. Three types of progress indicators were analyzed: constant, fast-to-slow, and slow-to-fast. Our results show that, overall, using a constant progress indicator does not significantly help reduce drop-offs and that effectiveness of the progress indicator varies depending on the speed of indicator: Fast-to-slow indicators reduced drop-offs, whereas slow-to-fast indicators increased drop-offs. We also found that among the studies in which a small incentive was promised, showing a constant progress indicator increased the drop-off rate. These findings question the common belief that progress indicators help reduce drop-off rates.

https://journals.sagepub.com/doi/pdf/10.1177/0894439313497468

Where Am I? A Meta-Analysis of Experiments on the Effects of Progress Indicators for Web Surveys

Response Styles and Culture

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