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Adapting Educational and Psychological Tests for Cross-Cultural Assessment

reviewed by William L. Brown - October 03, 2006

coverTitle: Adapting Educational and Psychological Tests for Cross-Cultural Assessment
Author(s): Ronald K. Hambleton, Peter F. Merenda, and Charles D. Spielberger (Eds.)
Publisher: Lawrence Erlbaum Associates, Inc., Mahwah, NJ
ISBN: 0805861769, Pages: 367, Year: 2005
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With the advent of the No Child Left Behind Act (NCLB), signed into law on January 8, 2002, the market for educational and psychological tests mushroomed. There has been a sharp increase in the number of subjects (mathematics, English language arts, and science) and grades (three through eight and 11) where assessment is now required by federal law. In addition, all students must be tested–including students with disabilities and English language learners. Beyond NCLB is the growing interest in international comparisons of student achievement in reading, mathematics, and science. For example, the Trends in International Mathematics and Science Study (TIMSS), formerly known as the Third International Mathematics and Science Study, asserts that they provide “reliable and timely data on the mathematics and science achievement of U.S. students compared to that of students in other countries.” (See the NCES TIMSS website at http://nces.ed.gov/timss/) The validity of such assessments relies heavily on the... (preview truncated at 150 words.)

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Cite This Article as: Teachers College Record, Date Published: October 03, 2006
https://www.tcrecord.org ID Number: 12767, Date Accessed: 5/13/2021 3:21:29 PM

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About the Author
  • William Brown
    Michigan Department of Education
    E-mail Author
    WILLIAM L. BROWN spent 5 years as Director of Research, Evaluation and Assessment at Minneapolis Public Schools, and seven years as Director of Institutional Research and Assessment at Lansing Community College. He is currently Coordinator of Test Development for the Michigan Educational Assessment Program, with responsibility for leading the development of the tests used for No Child Left Behind. Michigan currently adapts its assessments for use by students who speak Spanish and Arabic. Dr. Brown has degrees from the University of Michigan (B.S. in Aerospace Engineering), Eastern Michigan University (M.A. in Classroom Teaching) and Michigan State University (PhD in Measurement and Quantitative Methods).
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