The Challenge of Cross-Cultural Assessment--The Test of Ability to Explain for Zulu-Speaking Children

Autor/inn/en	Solarsh, Barbara; Alant, Erna
Titel	The Challenge of Cross-Cultural Assessment--The Test of Ability to Explain for Zulu-Speaking Children
Quelle	In: Journal of Communication Disorders, 39 (2006) 2, S.109-138 (30 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9924
DOI	10.1016/j.jcomdis.2005.11.002
Schlagwörter	African Languages; Elementary School Students; Culture Fair Tests; Cultural Relevance; Thinking Skills; Abstract Reasoning; Verbal Tests; Translation; Test Content; Scoring; Testing; Criticism + Suchen Sie Ihr Suchwort? Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Denkfähigkeit; Abstraktes Denken; Denken; Mündliche Prüfung; Testaufgabe; Bewertung; Testdurchführung; Testen; Kritik
Abstract	A culturally appropriate test, The Test of Ability To Explain for Zulu-speaking Children (TATE-ZC), was developed to measure verbal problem solving skills of rural, Zulu-speaking, primary school children. Principles of "non-biased" assessment, as well as emic (culture specific) and etic (universal) aspects of intelligence formed the theoretical backdrop. In addition, specific principles relating to test translation; test content; culturally appropriate stimulus material; scoring procedures and test administration were applied. Five categories of abstract thinking skills formed the basis of the TATE-ZC. These were: (a) Explaining Inferences, (b) Determining Cause, (c) Negative Why Questions, (d) Determining Solutions and (e) Avoiding Problem. The process of test development underwent three pilot studies. Results indicate that the TATE-ZC is a reliable and valid test for the target population. A critical analysis of the efficacy of creating a test of verbal reasoning for children from the developing world concludes the article. Learning outcomes: As a result of this activity (1) the participant will have a clearer understanding of the principles that need to be followed when developing culturally appropriate test material; (2) the participant will understand the process of developing culturally appropriate test material for non-mainstream cultures; (3) the participant will be able to apply the process and principles to other cross-cultural testing situations. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10