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

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Related projects

Ministry reporting: Yes

Reporting Year: 2022

JUFO rating: 1