Theory of Test Translation Error

Solano‐Flores, Guillermo; Backhoff, Eduardo; Contreras-Niño, Luis A.

doi:10.1080/15305050902880835

Cited by 67 publications

(60 citation statements)

References 17 publications

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“…The TEQ was translated into the Greek language from the original questionnaire following translation protocols (Solano-Flores et al 2009;Van de Vijver and Hambleton 1996). Two professional translators, native speakers of the Greek language (i.e., target) and fluent in the English language (i.e., source) proceeded with independent forward translations into the target language.…”

Section: Translationmentioning

confidence: 99%

The Toronto Empathy Questionnaire: Reliability and Validity in a Nationwide Sample of Greek Teachers

et al. 2017

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Abstract:The present study examined the Toronto Empathy Questionnaire's (TEQ) validity and reliability in a sample of 3955 Greek teachers. In order to test the internal consistency reliability, the Cronbach's alpha coefficient was used and was found satisfactory at 0.72. The sample was randomly split and an exploratory factor analysis (EFA) was conducted in the even subsample, justifying the one-factor solution, with the only discrepancy of the low loading of an item. In the odd subsample a confirmatory factor analysis (CFA) was performed to confirm the one-factor model identified by the EFA. The chi square test (χ 2 ) of the model was significant (p < 0.05), while the root mean square error of approximation (RMSEA), the comparative fit index (CFI) and the goodness of fit index (GFI) values were 0.078, 0.969 and 0.960, respectively, further supporting the model's fit. Student's t-tests and analysis of variance (ANOVA) showed that women, teachers with children of their own, those working full-time in public schools, those with students who needed special education, and those who had received mental health promotion training, scored higher. Additionally, multiple linear regression analysis revealed that sex, working status, having students who needed special education, and having attended mental health training courses were independently associated with TEQ score. The analyses confirmed that the Greek version of TEQ could be used for researches in Greek educators as a valid and reliable measure of teachers' empathy.

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Section: Translationmentioning

confidence: 99%

The Toronto Empathy Questionnaire: Reliability and Validity in a Nationwide Sample of Greek Teachers

et al. 2017

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“…Moreover, contrary to the view that seems to have prevailed in PISA 2000, that language-specific differences are repairable [30], often not much can be done to correct these differences and to eliminate the bias [13,40]. The fact is that languages and their ways of conveying meaning are different, and therefore all attempts to by force make different-language test versions "similar" easily result in the translations being cumbersome and difficult to understand (e.g., [49])-and, as a result, nonequivalent to the idiomatic and natural source versions.…”

Section: Item Generationmentioning

confidence: 94%

“…Fourth, instructions should be provided on how to appraise and rate the significance of language-related differences on performance (e.g., minor, moderate, major), because these vary greatly in gravity (e.g., the difference in alternatives C and D in Item 1 seemed less significant than the other differences in this study; see also [13]). No such instructions exist today.…”

Section: Developing Judgmental Reviewsmentioning

confidence: 99%

“…However, there is ample research suggesting that differences between languages often lead to bias (e.g., [7,9,15]). Therefore, it is important to include also these differences in the definition of translation problems (see also [13]). Also, more information and examples are needed on the different types of translation problems and the most typical sources of language-related bias (see also [7]).…”

Section: Developing Judgmental Reviewsmentioning

confidence: 99%

“…Language-related differences refer to differences between languages and translation errors and can be roughly classified as in Table 1 (cf. [7][8][9][10][11][12][13]). Of the six language-related sources of bias, the first four typically derive from differences between languages whereas the last two are concerned with faulty or inappropriate translation.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

International Education Studies: Increasing Their Linguistic Comparability by Developing Judgmental Reviews

Arffman

2012

ISRN Education

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In international education studies, the different-language test versions need to be equally difficult to read and answer for the test to be valid. To ensure comparability, several quality control procedures have been developed. Among these, surprisingly little attention has been paid to judgmental reviews and their ability to identify language-related sources of bias. Also, the reviews have often failed in identifying biases. This paper explored whether it is possible to improve the ability of judgmental reviews to identify language-related sources of bias. A new review was made of two Finnish items which in the PISA (Programme for International Student Assessment) 2000 reading test showed differential item functioning but for which no clear language-related explanations were found in the review in 2000. The items were compared systematically, at all linguistic levels, to the corresponding items in the English and French source versions, at the same time taking into account the cognitive processes required to answer them and students' written responses to them. Language-related explanations were found for both items which may have led to differences in performance, suggesting that it is possible to make judgmental reviews better able to identify language-related bias. Suggestions are given on how to do this.

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Testing and Assessment in Cross‐Cultural Psychology

Geisinger

McCormick

2012

Handbook of Psychology, Second Edition

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Theory of Test Translation Error

Cited by 67 publications

References 17 publications

The Toronto Empathy Questionnaire: Reliability and Validity in a Nationwide Sample of Greek Teachers

The Toronto Empathy Questionnaire: Reliability and Validity in a Nationwide Sample of Greek Teachers

International Education Studies: Increasing Their Linguistic Comparability by Developing Judgmental Reviews

Testing and Assessment in Cross‐Cultural Psychology

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