Презентация на тему Translating and adapting tests

generation
Focus on close translations
Translation - back translation
Second generation: From

translations to adaptations
Integration of perspectives
Linguistic
Cultural
Psychometric
Multiple tests of quality
Conclusion

Outline

bible translator from Greek and Hebrew to Latin; ±347—419/420):

2 types of translations: “words” and “meanings” (he favored the latter)

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)

(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

instrument in various places
Close / literal translations
Quality assurance (Brislin,

1970)
Forward translation and independent back translation as quality check

Comparative Studies: The First Generation

not on how the new cultural context could be

different
Instruments developed in a Western context may not provide a good measure in a new context

Problems with the Approach

translation is adequate if back translation is more or

less similar to original
Advantage
No knowledge of target language is needed

Translation – Back Translation

flow
Assumes high level of translatability
Easy to cheat when translators

know that their text will be back translated

Translation – Back Translation

a project to prepare guidelines for translating and adapting

tests and psychological instruments, and establishing score equivalence across language and/or cultural groups
Associations involved
European Association of Psychological Assessment
European Test Publishers Group
International Association for Cross-Cultural Psychology
International Association of Applied Psychology
International Association for the Evaluation of Educational Achievement
International Language Testing Association
International Union of Psychological Science.

Initiatives to Enhance Quality

the whole research process
Requires both qualitative and quantitative aspects
Relevance

of quality assurance as chain management

Core Elements of New Approach

due to:

associated with the construct or with communication norms pertaining

to these behaviors or attitudes

Usage of somatic and psychological symptoms in depression inventories
Differential norms in allowance to express psychological symptoms across cultures

use in low-SES children in Bangalore, India by Malda

et al., 2008)

Problems:
Unclear whether the burglar was getting in or getting out;
Man not recognized as burglar;
Window was not recognized (vertically moving windows are uncommon in India)

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

3. Example of Language-Driven Adaptation

in Bangalore (Kannada-speaking children)
Adaptation of words in subtest Word

Order based on:
Unfamiliarity and ambiguity of objects and words
Number of syllables

Original version 

Kannada version 

Malda, Van de Vijver, Srinivasan, Transler (in review): Adapting a Western Cognitive Test for a Non-Western Context: The KABC-II in Bangalore, India

ice cream;
English word “key” was often used,

which is too short (monosyllabic)

Kannada version 

4. Example of Measurement-Driven Adaptation (Unfamiliarity)

methods
Combine QUAL and QUAN approaches
Combine types of expertise
Conclusion

of measurement error in survey questionnaires.
Cognitive interviewing

on the entire survey administration process.
b) It explicitly focuses

on the cognitive processes that respondents use to answer survey questions; herefore, covert processes that are normally hidden, as well as overt are studied.
c) For the conduct of the cognitive interview, volunteer subjects are recruited, and are interviewed either in a laboratory environment, or in some other private location.
d) Sampling procedures are different from those used in quantitative approach.

General features of CI (Willis, 1999)

QUESTION:
a) Question intent: What does the respondent believe the

question to be asking?
b) Meaning of terms: What do specific words and phrases in the question mean to the respondent?

2) RETRIEVAL FROM MEMORY OF RELEVANT INFORMATION:
a) Recallability of information: What types of information does the respondent need to recall in order to answer the question?
b) Recall strategy: What type of strategies are used to retrieve information? For example, does the respondent tend to count events by recalling each one individually, or does he/she use an estimation strategy?

Model of CI

sufficient mental effort to answer the question accurately and

thoughtfully?
b) Sensitivity/Social Desirability: Does the respondent want to tell the truth? Does he/she say something that makes him/her look "better"?

4) RESPONSE PROCESSES:
Mapping the response: Can the respondent match his or her internally generated answer to the response categories given by the survey question?

Model of CI

1999)
CI techniques

bias
b) Minimal interviewer training requirements
c) Open-ended format
CI techniques: Think-aloud

resistance
Burden on subject
Tendency for the subject to stray from

the task
Bias in subject information processing

CI techniques: Think-aloud

many times have you talked to a doctor in

the last 12 months?

SUBJECT: I guess that depends on what you mean when you say “talked.” I talk to my neighbor, who is a doctor, but you probably don’t mean that. I go to my doctor about once a year, for a general check-up, so I would count that one. I’ve also probably been to some type of specialist a couple of more times in the past year - once to get a bad knee diagnosed, and I also saw an ENT about a chronic coughing thing, which I’m pretty sure was in the past year, although I wouldn’t swear to it. I’ve also talked to doctors several times when I brought my kids in to the pediatrician - I might assume that you don’t want that included, although I really can’t be sure. Also, I saw a chiropractor, but I don’t know if you’d consider that to be a doctor in the sense you mean. So, what I’m saying, overall, is that I guess I’m not sure what number to give you, mostly because I don’t know what you want.

CI techniques: Think-aloud

the interview
b) Ease of training of the subject

Disadvantages of

probing techniques:
Artificiality
Potential for Bias

CI techniques: Verbal Probing

asked

Retrospective probing: probing is done after entire questionnaire is

administrated

CI techniques: Verbal Probing