How To Adapt A

Psychometric Tool
Professor M. Kamal Uddin
(PhD, Kyushu University, Japan)
Department of Psychology
University of Dhaka
Phone: 01713456644
E-mail:kamaluddin67@hotmail.com
 Distinction between Test Translation
and Test Adaptation
Test translation is probably the more common term, but adaptation is the
broader term and refers to moving a test from one language and culture to
another. Test adaptation refers to all of the activities including: deciding
whether or not a test in a second language and culture could measure the
same construct in the first language; selecting translators; choosing a
design for evaluating the work of test translators (e.g., forward and
backward translations); choosing any necessary accommodations;
modifying the test format; conducting the translation; checking the
equivalence of the test in the second language and culture and conducting
other necessary validity studies.
 Distinction between Test Translation
and Test Adaptation…
Test translation, on the other hand, has a more limited meaning
restricted to the actual choosing of language to move the test from
one language and culture to another to preserve the linguistic
meaning. Test translation is only a part of the adaptation process, but
can be, on its own, a very simplistic approach to transporting a test
from one language to another with no regard for educational or
psychological equivalence.

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 Myths about Adapting Tests
Myth 1. The preferable strategy is always to adapt an existing test rather than
develop a new test for a second language group.
Myth 2. Anyone who knows the two languages can produce an acceptable
translation of a test.
Myth 3. A well- translated test guarantees that the test scores will be valid in a
second language or culture for cross-language comparative purposes.
Myth 4. Constructs are universal, and therefore all tests can be translated into other
languages and cultures.
Myth 5. Translators are capable of finding flaws in a test adaptation. Field testing is
not usually necessary.
(Hambleton, 1999).

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 Interests for adapting tests (Hambleton & Patsula, 1998).

1. Very often adapting a test is considerably cheaper and faster than constructing
a new test in second language.

2. When the purpose for the adapted test is cross-cultural or cross-national

assessment, an adapted test is the most effective way to produce an equivalent
test in second language.

3. There may be a lack of expertise for developing a new test in second language

4. There is a sense of security that is associated with an adapted test more so than
a newly constructed test is well known and

5. Fairness to examinee often results from the presence of multiple language

version of a test.

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 Steps for Adapting Tests

Step 1 – Ensure that construct equivalence exists in the

language and cultural groups of interest.
Step 2 – Decide whether to adapt an existing test or develop
anew test.
Step 3 – Select well-qualified translators.
Step 4 – Translate and adapt the test.
Step 5 – Review the adapted version of the test and make
necessary revisions.
Step 6 – Conduct a small tryout of the adapted version of the
test. 6
 Steps for Adapting Tests …

Step 7 – Carry out a more ambitious field test.

Step 8 – Choose a statistical design for connecting scores on
the source and target language versions of the test.
Step 9 – If cross-cultural comparisons are of interest, ensure
equivalence of the language versions of the test.
Step 10 – Perform validation research as appropriate.
Step 11 – Document the process and prepare a manual for the
users of the adapted test.
Step 12 – Train users.
Step 13 – Ongoing monitoring of the adapted test. 7
 A Guideline Defined
A guideline is defined in our work as a practice
that is important for conducting and evaluating the
adaptation (also sometimes called “localization”)
or simultaneous development of psychological
and educational tests for use in different
populations.
ITC conducted six projects have produced guidelines that
have gained wide international acceptance. These are:

1. The ITC Guidelines on Adapting Tests

2. The ITC Guidelines on Test Use
3. The ITC Guidelines on Computer-Based and Internet-
delivered Testing
4. The ITC Guidelines on Quality Control in Scoring, Test
Analysis and Reporting of Test Scores
5. The ITC Guidelines on the Security of Tests,
Examinations, and Other Assessments
6. The ITC Guidelines on Practitioner Use of Test
Revisions, Obsolete Tests, and Test Disposal
1. The ITC Guidelines on Adapting Tests

In the text that follows, 18 guidelines

are organized around six broad topics:
1. Pre-Condition Guidelines (3)
2. Test Development Guidelines (5)
3. Confirmation Guidelines (4)
4. Administration Guidelines (2)
5. Score Scales and Interpretation Guidelines (2)
6. Documentation Guidelines (2)
 Pre-Condition Guidelines
PC-1 (1) Obtain the necessary permission from the holder of the intellectual
property rights relating to the test before carrying out any adaptation.

PC-2 (2) Evaluate that the amount of overlap in the definition and content
of the construct measured by the test and the item content in the
populations of interest is sufficient for the intended use (or uses) of
the scores.

PC - 3 (3) Minimize the influence of any cultural and linguistic differences

that are irrelevant to the intended uses of the test in the populations of
interest.
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 Test Development Guidelines
TD - 1 (4) Ensure that the translation and adaptation processes consider
linguistic, psychological, and cultural differences in the intended
populations through the choice of experts with relevant expertise.

TD - 2 (5) Use appropriate translation designs and procedures to maximize

the suitability of the test adaptation in the intended populations.

TD - 3 (6) Provide evidence that the test instructions and item content have
similar meaning for all intended populations.
Test Development Guidelines…

TD - 4 (7) Provide evidence that the item formats, rating scales, scoring
categories, test conventions, modes of administration, and other
procedures are suitable for all intended populations.

TD - 5 (8) Collect pilot data on the adapted test to enable item analysis,
reliability assessment and small-scale validity studies so that any
necessary revisions to the adapted test can be made.
 Confirmation Guidelines
C - 1 (9) Select sample with characteristics that are relevant for the intended
use of the test and of sufficient size and relevance for the empirical
analyses.

C - 2 (10) Provide relevant statistical evidence about the construct

equivalence, method equivalence, and item equivalence for all
intended populations.

C - 3 (11) Provide evidence supporting the norms, reliability and validity of

the adapted version of the test in the intended populations.

C - 4 (12) Use an appropriate equating design and data analysis procedures

when linking score scales from different language versions of a test.
 Administration Guidelines

A - 1 (13) Prepare administration materials and instructions to minimize

any culture- and language-related problems that are caused by
administration procedures and response modes that can affect the
validity of the inferences drawn from the scores.

A - 2 (14) Specify testing conditions that should be followed closely in all

populations of interest.
Score Scales and Interpretation
Guidelines
SSI - 1 (15) Interpret any group score differences with reference to all
relevant available information.

SSI - 2 (16) Only compare scores across populations when the level of
invariance has been established on the scale on which scores are
reported.
 Documentation Guidelines
Doc - 1 (17) Provide technical documentation of any changes, including an
account of the evidence obtained to support equivalence, when a
test is adapted for use in another
population.

Doc - 2 (18) Provide documentation for test users that will support good
practice in the use of an adapted test with people in the context of
the new population.
 References

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(1988). Developing instruments for cross cultural psychiatric research. J Nerv Ment Dis,
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 References…

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 References…

Hambleton, R. K., & Patsula, L. (1998). Adapting tests for using in multiple languages
and cultures. Social indicators Research, 45, 153-171.

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 References…

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THANK YOU ALL

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