Challenges and solutions in test adaption

Sign language assessment tools are important for professionals working with DHH children to measure sign language development and competence. Adaptation of an existing test can be a solution when initiating assessment in a sign language community; the adaptation process must adhere to key principles and procedures. We introduce the principles of test adaptation and outline the challenges we faced in adapting the British Sign Language Production Test (Herman, Grove, Holmes, Morgan, Sutherland & Woll 2004) to German Sign Language and American Sign Language. Challenges included decisions regarding the normative sample, the use of terminology, and variations in the scoring protocols to fit with each language. The steps taken throughout the test adaptation process are described, together with a comparison of parallels and differences. We conclude that test adaptation is an effective method of developing practical tools for sign language assessment and contributes to a better understanding of sign language development.

Culturally De-Centered Test Design for Pictorial Reasoning Assessments

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 SOROGAN VERSION OF ACADEMIC MOTIVATION SCALE (AMS-VS) FOR ISLAMIC BOARDING SCHOOL STUDENTS

There are many instruments that have been developed by researchers to measure motivation. However, none of the instruments has been specifically designed to measure sorogan motivation on Islamic boarding school students (santri). Therefore, this article was written to discuss the processes of adaptation, testing the validity, and reliability of academic motivation scales to measure sorogan motivation of santri. The authors use Theory of Self Determination (Deci & Ryan, 1995), Academic Motivation Scale (Vallerand et al., 1992), and AMS Bahasa Indonesia (Natalya & Purwanto, 2018) as guidelines in compiling indicators, aspects, and items of Academic Motivation Scale Sorogan Version (AMS-VS). Test adaptation guidelines issued by the International Test Commission (2018) are used in adapting the AMS. The data collected from 102 respondents were analysed using Confirmatory Factor Analysis (CFA). The results showed that AMS-VS is a proper and strong measurement to determine the level sorogan motivation of santri.

Psychological Test Adaptation and Development – A New Beginning

Introductory editorial for the open access journal Psychological Test Adaptation and Development.

Psychological Test Adaptation and Development – How Papers Are Structured and Why

This article explains how papers should be structured to guide the preparation of papers to be submitted to Psychological Test Adaptation and Development. Each submission should adhere as strictly as possible to the following structure. If, for any reason, certain aspects cannot be provided, this should be explained and considered in the limitations and recommendations. The outline in Table 1 is followed by a detailed explanation for each section. [Table: see text]

Psychological and Pedagogical Technologies of Working with Teenagers to Level the Manifestations of Learned Helplessness

The article discusses the prerequisites for the emergence of learned helplessness in adolescents, offers psychological and pedagogical technologies for its study and prevention. Diagnostic and preventive programs are based on the selected components of learned helplessness: motivational, cognitive, and emotional. The article presents the materials of an empirical study obtained on a sample of teenagers in grades 5-6 in the number of 66 students who had a state of learned helplessness. The criteria and indicators for assigning children to a risk group based on the state of learned helplessness were marker words in the speech of a schoolchild. We used the author's questionnaire, the questionnaire “Motivation for success and fear of failure” by A.A. Rean, “Method of research of self-esteem and the level of claims” by Dembo-Rubinstein, the projective test “Nonexistent animal”, “Phillips school anxiety Test”, “Maddy's resilience Test” (adaptation by D.A. Leontiev), “Torrence creativity Test”. The study revealed the characteristics of adolescents with the phenomenon of “learned helplessness”. To overcome the conditions of learned helplessness in this category of students, the “Path to Success” program was developed and tested, recommendations were made to teachers on leveling the manifestations of learned helplessness in adolescents. To prevent and overcome the syndrome of learned helplessness, create emotional well-being of adolescents as targets of psychological influence, the formation of adequate self-esteem and the level of claims of adolescents, the development of an objective, adequate attitude to the results of their activities, orientation not to error, but to obtain new knowledge are identified.