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"[A] very useful resource, not only for psychologists and education professionals, but universally, for all those experts interested in multicultural assessment."
--Heikki Lyytinen, PhD
Professor of Developmental Neuropsychology
University of Jyv0/00skyl0/00, Finland
This volume provides a thorough and provocative examination of how different cultures measure intelligence and skill, why they use the tools they use, and how their assessment methods are changing in the globalizing world.
The contributors discuss the extent to which methods of assessment are limited and culture-bound. These methods must be revised and adapted to become relevant to foreign cultures. To this end, this book uses theoretical models and empirical studies to explore the use and validity of standardized tests, language and literacy tests, job interviews, and other methods of assessment across various cultures from both developed and developing countries.
Key topics include:
--Heikki Lyytinen, PhD
Professor of Developmental Neuropsychology
University of Jyv0/00skyl0/00, Finland
This volume provides a thorough and provocative examination of how different cultures measure intelligence and skill, why they use the tools they use, and how their assessment methods are changing in the globalizing world.
The contributors discuss the extent to which methods of assessment are limited and culture-bound. These methods must be revised and adapted to become relevant to foreign cultures. To this end, this book uses theoretical models and empirical studies to explore the use and validity of standardized tests, language and literacy tests, job interviews, and other methods of assessment across various cultures from both developed and developing countries.
Key topics include:
- National and international standards and guidelines for test development and use
- Limitations of Western assessment tools for populations in the developing world
- The challenges of measuring abilities and competencies in Hispanics/Latinos
- Developing and adapting language and literacy assessments in Arabic-speaking countries
- Assessing competencies in reading and mathematics in Zambian children
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