Abstract
Psychometric evidence about a psychological assessment measure cannot be assumed to generalize across dimensions of diversity and individual differences. Consistent with the focus on diversity, we stress the conditional nature of psychometric evidence. That is, the psychometric characteristics of measures can vary across dimensions of individual differences as well as across assessment contexts and specific psychometric dimensions. Constructs and their measures can differ in the degree to which they are sensitive to dimensions of individual differences. In this chapter, we outline science-based psychometric principles in the development and evaluation of psychological assessment instruments and measures that are culturally appropriate and sensitive to diversity.
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Notes
- 1.
Many assessment instruments provide multiple measures that differ in their psychometric characteristics. Consequently, psychometric evidence pertains to assessment measures rather than assessment instruments.
- 2.
As demonstrated in all of the chapters in Hunsley and Mash (2008, 2018), an assessment instrument can provide measures that differ across psychometric dimensions such as internal consistency, convergent validity, and discriminant validity. Further, the psychometric attributes of a measure can also differ across applications, such as brief screening versus treatment outcome evaluation.
- 3.
The University of Minnesota Center for Advanced Research on Language Acquisition (http://www.carla.umn.edu/culture/definitions.html) lists 10 definitions of “culture” with citations.
- 4.
We provide a specific example of an ethnic group, Navajo, often associated with the broader ethnic category of American Indian or Native American rather than assuming all American Indian persons share the exact same attitudes, values, behaviors, and life experiences. Broad ethnic or other broad characterizations (e.g., middle class) should be used cautiously because of large within-group variations.
- 5.
Differences between culture groups in total or scale scores could, but not necessarily, mean that the measures are culturally nonequivalent. As noted by Suzuki et al. (2013) between-group score differences could be a function of measurement error or true differences between the groups on the measured constructs.
- 6.
The Haynes et al. (1992) study also included the adoption of several items from existing questionnaires and psychometric evaluations of item performance, internal consistency, test-retest reliability, factor structure, convergent validity, and discriminant validity.
- 7.
Nonequivalence on some dimensions of psychometric evidence could also be found, given that lower expected indices of covariation would be expected between total or scale scores of couple satisfaction and measures of specific items such as raising children. As indicated in the study by Gross et al. (2006), differential item functioning may also point to some content validity problems.
- 8.
See lists of biases on pages 26–27 in Haynes, Smith, et al. (2011).
- 9.
This and the following section focus on the development of self- and other-report assessment instruments. The principles are the same, but the strategy is different in the development of behavioral observation systems. These are discussed in Bakeman and Haynes (2015).
- 10.
It can be challenging to determine who might be an “expert” in the cultural dimension of interest in relation to a particular psychological construct. Ideally, it would be a person who shares the same cultural dimension of interest and who has clinical and/or research experience specific to the psychological construct as it operates in other persons who share the same cultural dimension of interest. When this is not possible, an expert should be a person with clinical and/or research experience specific to the psychological construct and the cultural dimension of interest.
- 11.
A useful process for initial qualitative item evaluation is to project each item separately on a screen in front of the test developers, or on test developers’ computer screen. Each item can then be discussed and modified, categorized, or deleted in real time.
- 12.
Not reviewed here, but important to adapting an existing assessment instrument to another linguistically diverse cultural group, is the issue of translating items into a different language (Cha, Kim, & Erlen, 2007). A forward-backward translation method or a dual-panel approach can be used in translating the elements of an instrument into another language (Acquadro et al., 2008). The translated elements should undergo the same content validation steps outlined here.
- 13.
Being from a particular cultural group does not necessarily make you a cultural expert or expert in all aspects of that culture. It is important to identify stakeholders who share the specific cultural and psychological dimensions of interest for the assessment instrument being developed. They are more likely to provide relevant feedback based on their experience and/or expression of the psychological construct, such as specific idioms of distress for social anxiety. It is also important to solicit the perspectives of several stakeholders to compare and contrast responses.
- 14.
For some assessment contexts, low-endorsement items can be retained. Consider the importance of an item such as “My boyfriend/girlfriend has threatened me with a gun or knife” in an assessment instrument designed to identify problems in an adolescent dating relationship. A very low endorsement rate diminishes the chance of satisfactory indices of factor loadings and inter-item correlations, but it would be important to identify adolescents who are at risk for violence.
- 15.
A “culturally appropriate” expert refers to a professional (e.g., psychologists, teachers) who is knowledgeable about the targeted construct and the culture with which the new instrument will be applied. A “culturally appropriate” sample refers to persons who are members of the culture with which the new instrument will be applied.
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Haynes, S.N., Kaholokula, J.K., Tanaka-Matsumi, J. (2018). Psychometric Foundations of Psychological Assessment with Diverse Cultures: What Are the Concepts, Methods, and Evidence?. In: Frisby, C., O'Donohue, W. (eds) Cultural Competence in Applied Psychology. Springer, Cham. https://doi.org/10.1007/978-3-319-78997-2_18
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