Translations and Adaptations of Assessment Tools in Early Childhood Education: A Scoping Review

Abstract

Objective: This scoping review sought to provide an insight into the key processes used in the translation and adaptation of assessment tools in peer-reviewed literature on assessment tools in early childhood education. Methods: Peer-reviewed articles published between 2012 and 2022 were identified via independent systematic searches using the databases Academic Search Complete, ERIC, Education Source, and APA PsycInfo. The articles included in this scoping were coded using a data extraction form developed for specifically for this study. Results: In the 56 articles selected, 33 reported forward translation; the analyses and findings of this scoping review were based on these 33. 30% of the articles did not report any methods of quality control methods. The most used quality control methods were back-translation only, and back-translation and expert review. 42% specified at what point the target population was included in the adaption process, and the preference was during pilot testing and focus groups. Regarding translators, 7 articles indicated the tools were translated by the researchers, 10 by independent bilinguals, and 3 utilized a team in the translation process. Conclusion: While cultural relevance and appropriateness were emphasized in these articles, there is limited information reported on what this process entailed. There were no specific or general guidelines reported. More focus should be placed on developing a culturally relevant protocol and related guidelines for the translation and adaptation process of assessment tools.