A1 Journal article (refereed)
Linguistic, Contextual, and Experiential Equivalence Issues in the Adaptation of a Performance-Based Assessment of Generic Skills in Higher Education (2022)
Ursin, J., Hyytinen, H., Silvennoinen, K., & Toom, A. (2022). Linguistic, Contextual, and Experiential Equivalence Issues in the Adaptation of a Performance-Based Assessment of Generic Skills in Higher Education. Frontiers in Education, 7, Article 885825. https://doi.org/10.3389/feduc.2022.885825
JYU authors or editors
Publication details
All authors or editors: Ursin, Jani; Hyytinen, Heidi; Silvennoinen, Kaisa; Toom, Auli
Journal or series: Frontiers in Education
eISSN: 2504-284X
Publication year: 2022
Publication date: 11/05/2022
Volume: 7
Article number: 885825
Publisher: Frontiers Media SA
Publication country: Switzerland
Publication language: English
DOI: https://doi.org/10.3389/feduc.2022.885825
Publication open access: Openly available
Publication channel open access: Open Access channel
Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/81072
Abstract
This qualitative study investigated the various linguistic, contextual, and experiential equivalence issues embedded in a performance-based instrument aimed at assessing generic skills in higher education. A rigorous translation and adaptation process (American English to Finnish) was conducted on one instrument, namely Collegiate Learning Assessment (CLA+) International. The data were obtained from cognitive laboratories (n = 13), with think-alouds and follow-up interviews conducted among Finnish undergraduate students. Content logs were created, and the data were analyzed thematically. The findings revealed that linguistic and contextual equivalence issues were more prominent than experiential ones. The findings underline how important – and potentially problematic – it is for a test to measure the same construct in a different language and culture. To achieve adequate measurement equivalence, a detailed qualitative analysis of linguistic, contextual, and experiential equivalence should be conducted as part of test adaptation.
Keywords: linguistic interaction; contextuality; experiences (knowledge); multiculturalism; students; tertiary education; performance (coping); skills; evaluation; measuring instruments (indicators); tests; equivalence; correspondence (equivalence)
Free keywords: cross-cultural adaptation; equivalence; higher education; translation; performance-based assessment; generic skills and competences
Contributing organizations
Related projects
- Learning outcomes of higher education students (CLA+ International)
- Ursin, Jani
- Ministry of Education and Culture
Ministry reporting: Yes
Reporting Year: 2022
JUFO rating: 1