The Test Adaptation Reporting Standards (TARES): reporting test adaptations

Dragos Iliescua Department of Psychology and Cognitive Science, University of Bucharest, Bucharest, Romania;b Department of Industrial Psychology, Stellenbosch University, Stellenbosch, South AfricaCorrespondence[email protected]

Dave Bartramc University of Kent, Canterbury, UK

Pia Zeinound Gravitas Consultants, Amsterdam, The Netherlands

Matthias Zieglere Institute for Psychology, Humboldt-Universität zu Berlin, Berlin, Germany

Paula Elosuaf Psychology, University of the Basque Country, Bilbao, Spain

Stephen Sirecig College of Education, University of MA Amherst, Amherst, MA, USA

Kurt F. Geisingerh Buros Center for Testing, University of NE, Lincoln, NE, USA

Aletta Odendaalb Department of Industrial Psychology, Stellenbosch University, Stellenbosch, South Africa

Maria Elena Oliverih Buros Center for Testing, University of NE, Lincoln, NE, USA

Jon Twingi Pearson North America, New York, NY, USA

Wayne Camaraj Law School Admission Council, Newtown, PA, USA

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Abstract

The “Test Adaptation Reporting Standards” (TARES), or “TARES statement” was developed to alleviate the problems arising from inadequate reporting of test adaptation procedures. The TARES contains a short preamble and a checklist, that comprises an evidence-based minimum set of information for reporting in test adaptations. The TARES statement was developed by an international group of experts, under the umbrella of the International Test Commission (ITC) to support an increase in the accuracy, transparency, and usefulness of test adaptations documentation. This paper reports on the context and motivation for generating the TARES statement, describes the development process, discusses the TARES checklist structure and components, and suggests potential uses.

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