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Executive functioning in three groups of pupils in D-KEFS: Selected issues in adapting the test battery for Slovakia

100%
Ferjenčík J., Slavkovská M., Kresila J.
Journal of Pedagogy
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2015
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vol. 6
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issue 1
73-92
EN
The paper reports on the adaptation of a D-KEFS test battery for Slovakia. Drawing on concrete examples, it describes and illustrates the key issues relating to the transfer of test items from one socio-cultural environment to another. The standardisation sample of the population of Slovak pupils in the fourth year of primary school included 250 children with an average age of 9.7 years. The two comparative samples of the same age range were analysed at the same time. They included pupils from classes for gifted children (n = 55) and Roma children from socially disadvantaging environments (n = 50). The results manifested a significant skewness in most distributions of the D- -KEFS primary indicator raw scores. The nature of the skewness suggests that these indicators are more sensitive at discriminating the performance of weaker children but not at discriminating within the above-average performance range. The distribution in the Roma children sample was skewed to the opposite value. Most of the Roma children found the tests from the D-KEFS battery, especially those based on verbal materials, too difficult and so it only differentiated results achieved by the best in the group. Comparisons of the mean scores in all the primary indicators (One-way ANOVA) highlight the need to establish specific norms for the standard population of Slovak children on the one hand and for Roma children from socially disadvantaging environment on the other
2
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The assessment of the fear of being laughed at in Poland: Translation and first evaluation of the Polish GELOPH<15>

88%
Chłopicki W., Radomska A., Proyer R. T., Ruch W.
Polish Psychological Bulletin
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2010
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vol. 41
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issue 4
172-181
EN
The main aim of the paper was to translate and, for the first time, evaluate the Polish GELOPH<15>. This is a 15-item questionnaire for the subjective assessment of gelotophobia, the fear of being laughed at. Gelotophobia is seen as an individual differences phenomenon at a sub-clinical level. The psychometric properties of the Polish version were tested in two independently collected samples with a total N of 506 participants. The Polish GELOPH<15> yielded good psychometric properties in terms of high reliability in both samples. The fear of being laughed at existed widely independently from the participants’ age, sex, or marital status (being married or living with a partner vs. being single or not living with a partner). The Polish GELOPH<15> can be seen as a reliable instrument for the subjective assessment of gelotophobia for research and practical applications.
3
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Measuring Foreign Language Learning Aptitude. Polish Adaptation of TheModern Language Aptitude TestBy Carroll and Sapon

88%
Rysiewicz J.
Poznań Studies in Contemporary Linguistics
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2008
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vol. 44
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issue 4
569-595
EN
This article sets itself two main aims. The first is to describe the rationale behind the decision to adapt for Polish learners the Modern Language Aptitude Test (MLAT) by Carroll and Sapon (1959), rather than to develop a new measure. The reasons behind the decision are discussed in the context of the relevant individual differences (ID) research in Poland and the need for a reliable and theoretically valid measure of foreign language (FL) aptitude for L1 Polish is articulated.The other aim is to describe the development, piloting and initial validation of the Polish MLAT-based adaptation of a new measure of FL aptitude. Two methods of test adaptation (translation and paraphrase) are discussed and justified with relation to the current project. It was decided that all four components of FL aptitude, as proposed by Carroll (1981), would be represented in the Polish adaptation of the MLAT. The piloting was done on approximately 200 secondary school learners aged 19, while the data for the initial validation study, in the form of second language (L2) English proficiency test results as well as simple measures of motivation, length of study, social background and others, came from ca. 250 subjects, aged 18-22.
4
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Slovenská adaptácia Testu pre identifikáciu matematicky nadaných detí (TIM3-5): možnosti a obmedzenia použitia v praxi

88%
Šintálová M., Cígler H., Jabůrek M., Portešová Š., Straka O.
Československá psychologie (Czechoslovak Psychology)
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2024
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vol. 68
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issue 2
186-207
EN
Objectives. The number of identified gifted children in Slovakia is small and Slovak psychologists need more modern and specialized assessment tools. Test for Identifying Gifted Children in Mathematics in Grades 3–5 (TIM3–5) is standardized in Czechia and has excellent psychometric properties with two parallel and fully equated forms. The study aims to adapt the test in the Slovak language and support its practical use. The authors ran a small pilot study using form A only and compared it to the Czech standardization sample. Sample and settings. The Slovak sample consisted of 169 pupils from four elementary schools and was supplemented by the Czech standardization sample (404 children in form A). The Slovak data were collected in February 2022; informed consent from the parents/legal guardians was obtained before data collection with approx. 40 % drop-out. The original authors of the test provided the Czech data collected in 2015. Hypotheses and analysis. The authors compared descriptives of Slovak and Czech pupils, assessed essential psychometric parameters (reliability and factor validity), and mainly performed measurement invariance and Differential Item Functioning analyses. Results. The psychometric parameters of the Slovak test form were excellent, fully comparable, or even better than the original Czech version. The mean of IRT reliability across grades was .76. However, the test differentiates mainly in above-average children. The confirmatory IRT analyses suggested clear unidimensionality and scalar invariance across the Czech and Slovak samples. However, Slovaks outperformed Czech pupils. The difference was highest in the third grade with 9.6 and 95%CI = [6.7–12.1] points at the T-score scale and lowest in the fifth grade, 3.6 with 95%CI = [0.9–6.3] points. The authors recommend the test for practical use using Czech norms. However, a user should be aware of possible differences in average performance, considering that the Czech norms could be too mild for Slovak children. Limits. Such a massive difference between Czech and Slovak populations is not plausible. The authors provided several explanations based mainly on the sampling procedure and systematic missingness in the Slovak sample, correlated to math ability. The most realistic explanation of the difference is a systematic sampling error in one or both samples. Therefore, the results are of importance for Czech users as well since it might be the case that the norms are too mild also for the Czech pupils. The authors advise Czech test users to interpret the test results with caution (and rather conservatively) until a new norming study is performed.
5
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Adaptace a ekvivalence testových metod  : inspirace pro psychologické testování minorit v ČR

63%
Čeněk J., Urbánek T.
Československá psychologie (Czechoslovak Psychology)
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2019
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vol. 63
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issue 1
42-54
EN
This review is focused on the issues of equivalence of the test methods and their adaptation from one culture into another. The emphasis is placed on the identification of the reserves of Czech psychological assessment in the area of minorities testing, and on methodological procedures common in cross-cultural psychology, which can be used in the process of test adaptation, in order to achieve the best possible validity of the test for the target population. The beginning of the article is concerned with cultural universality of psychological constructs, various types of test bias and test equivalence. Furthermore, specific types of test adaptations, which are needed in order to ensure a creation of culturally equivalent version of psychological test, are described in step-by-step approach.
CS
Tento teoretický článek se zabývá problematikou ekvivalence testových metod a možnostmi jejich adaptace z jedné kultury do kultury jiné. Důraz je kladen na identifikaci rezerv, které má česká psychodiagnostika v oblasti testování menšin, a na metodologické postupy běžné v interkulturní psychologii, které lze využít v procesu adaptace testu s cílem dosáhnout co nejlepší validity výsledného testu pro cílovou populaci. Úvod článku se týká kulturní univerzality psychologických konstruktů, jednotlivými typy kulturního zkreslení a testovou ekvivalencí. Dále je pojednáváno o konkrétních typech adaptace testů a jednotlivých krocích aprocedurách, které je nutné provést k vytvoření kulturně ekvivalentní verze psychologického testu.
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