ABSTRACT
Considerable evidence exists today to suggest that the need for multilanguage versions of achievement, aptitude, and personality tests, and surveys, is growing (see, e.g., Ercikan, 2002; Hambleton, 2002; Hambleton & de Jong, 2003; Harkness, 1998). For example, the International Association for the Evaluation of Educational Achievement (IEA) conducted the Third International Mathematics and Science Study (TIMSS) in over 45 countries, which involved preparing mathematics and science tests in over 30 languages. Prominent examples of new test adaptation projects in the United States include studies to prepare Spanish versions of College Board’s Scholastic Assessment Test (SAT), American Council on Education’s General Educational Development (GED) test, the U.S. Department of Education’s National Assessment of Educational Progress (NAEP), and achievement tests of several state departments of education. Substantially more test adaptations can be expected in the future as (a) international exchanges of tests become more common, (b) more exams are used to provide international credentials, and (c) interest in cross-cultural research grows.
