Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Lost In Translation?
Challenges in Using
Psychological Tests in the
Philippines
CITATIONS READS
2 2,486
1 author:
Allan B. I. Bernardo
University of Macau
127 PUBLICATIONS 1,343 CITATIONS
SEE PROFILE
Some of the authors of this publication are also working on these related
projects:
Lost In Translation?
Challenges in Using
Psychological Tests
in the Philippines
Allan B. I. Bernardo
De La Salle University
Manila, Philippines
P
sychological tests have long been used in the Philippines—in
the recruitment and selection of employees, in the admission
of students in schools, in diagnosis of psychological and
psychiatric conditions, among others. In recent years, there have
been numerous developments that have institutionalized the use
of psychological tests in legal and official government procedures
11. Agitation
0 I am no more restless or wound up than usual.
1 I feel more restless or wound up than usual.
2 I am so restless or agitated that it’s hard to stay still.
3 I am so restless or agitated that I have to keep moving or doing
something.
4. Loss of Pleasure
0 I get as much pleasure as I ever did from the things I enjoy.
1 I don’t enjoy things as much as I used to.
2 I get very little pleasure from the things I used to enjoy.
3 I can’t get any pleasure from the things I used to enjoy.
After discussing what has been done and what can be done to ensure
that foreign made English-language psychological tests are valid for
use with Filipino samples (that is, that the tests used with Filipinos
are equivalent to those developed in other countries for their intended
samples), we come to the question of how do we ensure that these
References
Bernardo, A. B. I. (1996). Task-specificity in the use of words in mathematics: Insights
from bilingual word problem solvers. International Journal of Psychology, 31(1),
13-28.
Bernardo, A. B. I., Ouano, J. A., & Salanga, M. G. C. (2009). What are academic
emotions? Insights from Filipino bilingual students’ emotion words associated
with learning. Psychological Studies, 54, 34-42.
Bernardo, A. B. I., Zhang, L.-F., & Callueng, C. M. (2002). Thinking styles and academic
achievement among Filipino students. The Journal of Genetic Psychology, 163,
149-163.
Costa, P. T., Jr., & McCrae, R. R. (1992). Revised NEO Personality Inventory (NEO-
PI-R) and NEO Five-Factor Inventory (NEO-FFI) professional manual. Odessa,
FL: Psychological Assessment Resources.
Dowson, M., & McInerney, D.M. (2004). The development and validation of the
Goal Orientation and Learning Strategies Survey (GOALS-S). Educational and
Psychological Measurement, 64, 290-310.
Ganotice, F., & Bernardo, A. B. I. (2010). Validating the factor structures of the English
and Filipino versions Sense of Self Scales. Philippine Journal of Psychology, 43,
81-99.
Ganotice, F. A., Bernardo, A. B. I., & King, R. B. (in press). Validating two language
versions of the Inventory of School Motivation among Filipinos. Journal of
Psychoeducational Assessment.
Goodwin, R., & Lee, I. (1994). Taboo topics among Chinese and English friends: A
cross-cultural comparison. Journal of Cross-Cultural Psychology, 25, 325-338.
Hambleton, R. K. (2001). The next generation of the ITC test translation and
adaptation guidelines. Journal of Psychological Assessment, 17, 164-172.
Huang, C. D., Church, A. T., & Katigback, M. S. (1997). Identifying cultural difference
in items and traits: Differential item functioning in the NEO Personality Inventory.
Journal of Cross-Cultural Psychology, 28, 192-218.
Hui, C. H., & Triandis, H. C. (1989). On the empirical identification of dimensions for
cross-cultural comparison. Journal of Cross-Cultural Psychology, 20, 296-309.
Holland, P. W., & Wainer, H. (Eds.) (1993). Differential item functioning. Hillsdale, NJ:
Erlbaum.
King, R. B. (2010). What do students feel in school and how do we measure them?
Examining the psychometric properties of the S-AEQ-F. Philippine Journal of
Psychology, 43, 161-176.
King, R. B., Ganotice, F. A., & Watkins, D. A. (2011). Cross-cultural validation of the
Inventory of School Motivation (ISM) in the Asian setting: Hong Kong and the
Philippines. Child Indicators Research. Published Online First 10 June 2011 doi:
10.1007/s12187-011-9117-3.
King, R. B., & Watkins, D. A. (2011a). Cross-cultural validation of the five-factor structure
of social goals: A Filipino investigation. Journal of Psychoeducational Assessment,
Published Online First: 1 August 2011. doi:10.1177/0734282911412542.
King, R. B., & Watkins, D. A. (2011b). The reliability and validity of the Goal Orientation
and Learning Strategies Survey (GOALS-S): A Filipino investigation. The Asia-
Pacific Education Researcher, 20, 579-594.
Hoffman, C., Lau, I., & Johnson, D. R. (1986). The linguistic relativity of person
cognition. Journal of Personality and Social Psychology, 51, 1097-1105
Leung, K., Bond, M. H., De Carrasquel, S. R., Muñoz, C., Hernandez, M., Murakami,
F.,Yamaguchi, S., Bierbrauer, G., & Singelis, T. M. (2002). Social axioms: The
search for universal dimensions of general beliefs about how the world functions.
Journal of Cross-Cultural Psychology, 33, 286–302.
Magno, C. (2011). Validating the Academic Self-regulated Learning Scale with the
Motivated Stategies of Learning Questionnaire (MSLQ) and Learning and Study
Strategies Inventory (LASSI). The International Journal of Educational and
Marin, G., Gamba, R. J., & Marin, B. V. (1992). Extreme response style and
acquiescence among Hispanics. Journal of Cross-Cultural Psychology, 23, 498-
509.
McInerney, D. M., Yeung, S. Y., & McInerney, V. (2001). Cross cultural validation
of the Inventory of School Motivation (ISM). Journal of Applied Psychological
Measurement, 2, 134-152.
Pedrajita, J. Q. (2009). Using logistic regression to detect biased test items. The
International Journal of Educational and Psychological Assessment, 2, 54- 73.
Pedrajita, J. Q., & Talisayon, V. M. (2009). Identifying biased test items by differential
item functioning analysis using contingency table approaches: A comparative
study. Education Quarterly, 67, 21-43.
Van de Vijver, F., & Hambleton, R. K. (1996). Translating tests: Some practical
guidelines. European Psychologist, 1, 89-99.
Van de Vijver, F., & Leung, K. (1997). Methods and data analysis for cross-cultural
research. Newbury Park, CA: Sage.
Van de Vijver, F., & Poortinga, Y. H. (1997). Towards an integrated analysis of bias
in cross-cultural assessment. European Journal of Psychological Assessment,
13, 29-37.
Van de Vijver, F., & Tanzer, N. K. (2004). Bias and equivalence in cross-cultural
assessment: An overview. Revue Européenne de psychologie appliqué, 54, 119-
135.
Watkins, D., & Cheung, S. (1995). Culture, gender, and response bias: An analysis
of responses to the Self-Description Questionnaire. Journal of Cross-Cultural
Psychology, 26, 490-504.
Watkins, D., & Gerong, A. (1999). Language of response and the spontaneous self-
concept: A test of the cultural accommodation hypothesis. Journal of Cross-
Cultural Psychology, 30, 115-121.
Werner, O., & Campbell, D. T. (1970). Translating, working through interpreters, and
the problem of decentering. In R. Naroll, & R. Cohen (Eds.), A handbook of
cultural anthropology (pp. 398-419). New York: American Museum of Natural
History.
Zhang, L.-F., & Bernardo, A. B. I. (2000). Validity of the Learning Process Questionnaire
with students of lower academic attainment. Psychological Reports, 87, 284-290.