Iteratively Translating and Adapting the Mullen Scales of Early Learning in the Republic of Georgia

• In Event: Marriott Roundtable Session Eight
  In Roundtable Session: Issues in Assessment Design and Use (Table 3)

Abstract

The Republic of Georgia lacks evidenced-based assessments of intellectual development and school readiness. We conducted a mixed methods study to iteratively translate, adapt, and test the Mullen Scales of Early Learning for use with children kindergarten and younger in Georgia. Phase 1 involved translation and administration of the test (n=131). Examining results and systematic observational field notes, we identified numerous items that performed poorly and were not culturally sensitive. In phase 2, we revised and administered the test with another sample (n=172). We examined descriptive statistics and ANOVA. Girls scored better (p<.05) for fine motor and visual reception. Age differences among raw scores were statistically significant (p<.05) for scales except gross motor. Results indicated the importance of future Georgian norming.

Authors

• Timothy Guetterman, University of Michigan
  Presenting Author

• Nino Lomidze, MACgeorgia
  Presenting Author

• Danika Stoutt, MAC Georgia
  Presenting Author