ABSTRACT
Psychometricians, educational researchers, and clinicians have long been confronted with the problem of assessing individuals who operate in different languages. In these contexts, the reality of a multilingual world precludes the use of a single assessment instrument. For this reason, tests are typically adapted for use in more than one language. Unfortunately, the adaptation process does not guarantee that the multiple-language forms of a test are equivalent (see, e.g., van de Vijver & Leung, 2000). Thus, the fundamental problem in cross-lingual assessment is disentangling test effects from group effects when comparing groups and individuals who took different language versions of a test (for a full discussion, see Hambleton & de Jong, 2003).
