An Investigation into the Factors Influencing Extreme-Response Style: Improving Meaning of Translated and Culturally Adapted Rating Scales

Autor/in	Arce-Ferrer, Alvaro J.
Titel	An Investigation into the Factors Influencing Extreme-Response Style: Improving Meaning of Translated and Culturally Adapted Rating Scales
Quelle	In: Educational and Psychological Measurement, 66 (2006) 3, S.374-392 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1644
DOI	10.1177/0013164405278575
Schlagwörter	Investigations; Response Style (Tests); Rating Scales; Spanish Speaking; Rural Areas; Urban Areas; High School Students; Testing Problems; Language Usage; Familiarity; Test Validity; English (Second Language); Correlation; Classification; Cultural Differences; Influences; Test Construction; Mexico + Suchen Sie Ihr Suchwort? Untersuchung; Antwortverhalten; Rating-Skala; Rural area; Ländlicher Raum; Urban area; Stadtregion; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Sprachgebrauch; Testvalidität; English as second language; English; Second Language; Englisch als Zweitsprache; Korrelation; Classification system; Klassifikation; Klassifikationssystem; Kultureller Unterschied; Influence; Einfluss; Einflussfaktor; Testaufbau; Mexiko
Abstract	Translation and cultural adaptation of rating scales are two critical components in testing culturally and/or linguistically heterogeneous populations. Despite the proper use of these scales, challenges typically arise from respondents' language, culture, ratiocination, and characteristics of measurement processes. This study investigated factors affecting the rates of extreme response using direct measures and Spanish-speaking respondents from rural and urban settings. Issues of respondents' familiarity with rating scales, respondents' subjective categories, and scale characteristics were investigated and their relation to extreme response documented. The tendency to choose extreme portions of a rating scale seems to be rooted in the mismatch between scale characteristics and respondents' subjective categories, respondents' familiarity with rating scales, and communication norms. This article discusses implications of findings for validity of translated and adapted rating scales. (Contains 2 tables and 4 figures.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10