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Guillermo Solano-Flores
Guillermo Solano-Flores
Professor of Education, Stanford University
Dirección de correo verificada de stanford.edu
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Examining language in context: The need for new research and practice paradigms in the testing of English-language learners
G Solano-Flores, E Trumbull
Educational Researcher 32 (2), 3-13, 2003
4722003
On the cultural validity of science assessments
G Solano‐Flores, S Nelson‐Barber
Journal of Research in Science Teaching: The Official Journal of the …, 2001
4402001
Who is given tests in what language by whom, when, and where? The need for probabilistic views of language in the testing of English language learners
G Solano-Flores
Educational Researcher 37 (4), 189-199, 2008
3032008
Language, dialect, and register: Sociolinguistics and the estimation of measurement error in the testing of English language learners
G Solano-Flores
Teachers College Record 108 (11), 2354-2379, 2006
1792006
Language and mathematics education: Multiple perspectives and directions for research
JN Moschkovich
IAP, 2010
1742010
Theory of test translation error
G Solano-Flores, E Backhoff, LÁ Contreras-Niño
International Journal of Testing 9 (2), 78-91, 2009
1342009
Cultural validity in assessment
M del Rosario Basterra, E Trumbull, G Solano-Flores
Routledge, 2011
1112011
Assessing the cultural validity of assessment practices: An introduction
GUIRMOSOL ANO-FLORES
Cultural validity in assessment, 19-37, 2011
1022011
Performance-based assessments: Will gender differences in science achievement be eliminated?
J Jovanovic, G Solano-Flores, RJ Shavelson
Education and Urban Society 26 (4), 352-366, 1994
1011994
The use of generalizability (G) theory in the testing of linguistic minorities
G Solano–Flores, M Li
Educational Measurement: Issues and Practice 25 (1), 13-22, 2006
952006
On the development and evaluation of a shell for generating science performance assessments
G Solano-Flores, J Javanovic, RJ Shavelson, M Bachman
International Journal of Science Education 21 (3), 293-315, 1999
901999
Gender and racial/ethnic differences on performance assessments in science
SP Klein, J Jovanovic, BM Stecher, D McCaffrey, RJ Shavelson, E Haertel, ...
Educational Evaluation and Policy Analysis 19 (2), 83-97, 1997
901997
Concurrent development of dual language assessments: An alternative to translating tests for linguistic minorities
G Solano-Flores, E Trumbull, S Nelson-Barber
International Journal of Testing 2 (2), 107-129, 2002
892002
The effects of content, format, and inquiry level on science performance assessment scores
BM Stecher, SP Klein, G Solano-Flores, D McCaffrey, A Robyn, ...
Applied measurement in education 13 (2), 139-160, 2000
592000
Language variation and score variation in the testing of English language learners, native Spanish speakers
G Solano-Flores, M Li
Educational Assessment 14 (3-4), 180-194, 2009
572009
Toward a science performance assessment technology
RJ Shavelson, G Solano-Flores, MA Ruiz-Primo
Evaluation and Program Planning 21 (2), 171-184, 1998
481998
Assessing English language learners: Theory and practice
G Solano Flores
Taylor & Francis eBooks DRM Free Collection, 2016
47*2016
Developing testing accommodations for English language learners: Illustrations as visual supports for item accessibility
G Solano-Flores, C Wang, R Kachchaf, L Soltero-Gonzalez, K Nguyen-Le
Educational Assessment 19 (4), 267-283, 2014
462014
Probabilistic approaches to examining linguistic features of test items and their effect on the performance of English language learners
G Solano-Flores
Applied Measurement in Education 27 (4), 236-247, 2014
442014
In what language should English language learners be tested?
G Solano-Flores, E Trumbull
Improving testing for English language learners, 169-200, 2011
442011
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