The history and current status of testing across cultures and countries.

Autor/inn/en	Poortinga, Ype H.; Klieme, Eckhard
Titel	The history and current status of testing across cultures and countries.
Quelle	Aus: Leong, Frederick T. L. (Hrsg.); Bartram, Dave (Hrsg.); Cheung, Fanny M. (Hrsg.); Geisinger, Kurt F. (Hrsg.); Iliescu, Dragos (Hrsg.): The ITC international handbook of testing and assessment. New York: Oxford University Press (2016) S. 14-28Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISBN	0-19-935694-7; 978-0-19-935694-2
Schlagwörter	Bildungsforschung; Empirische Forschung; Testkonstruktion; Vergleichende Bildungsforschung; Kulturdifferenz; Psychometrie; Testverfahren; Leistungsbeurteilung; Schülerleistung; Geschichte (Histor); Internationaler Vergleich; Konzeption; Leistungsmessung; Qualität
Abstract	There are a few hundred countries and many more culturally distinct groups identified by cultural anthropologists (Human Relations Area Files; Murdock et al., 2008). In many of these groups, psychometric instruments have been applied for at least half a century. There are hundreds of psychological tests and scales, of which dozens are widely used. The permutation of peoples, tests and historical time defines the global success of the testing enterprise. It also defines the scope of this chapter, making clear that our treatment of the topic can only be scant. We will focus on a few general themes, leaving aside, for the most part, specific countries or cultures and specific tests. In the first section we look at the early use of tests cross-culturally and the growing awareness that test scores are not likely to have the same meaning across cultures. In the second section we address the resulting issues of inequivalence or imcomparability and the methods of analysis that were devised to deal with these issues. The third section covers more recent history, in our view characterized by concern about inequivalence, but also by a pragmatic approach to the use of tests with test takers who differ in the language they speak and in cultural background. The chapter ends with a section in which we address some inherent difficulties in international test use and point to important achievements over the period of almost a century. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2017/2