Guillermo Solano-Flores
Guillermo Solano-Flores
Professor of Education, Stanford University
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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
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
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
Language and mathematics education: Multiple perspectives and directions for research
JN Moschkovich
IAP, 2010
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
Theory of test translation error
G Solano-Flores, E Backhoff, LÁ Contreras-Niño
International Journal of Testing 9 (2), 78-91, 2009
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
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
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
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
Cultural validity in assessment
M del Rosario Basterra, E Trumbull, G Solano-Flores
New York, NY: Routledge Publishers, 2011
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
Assessing the cultural validity of assessment practices: An introduction
Cultural validity in assessment, 19-37, 2011
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
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
Generalizability of cognitive interview‐based measures across cultural groups
G Solano‐Flores, M Li
Educational Measurement: Issues and Practice 28 (2), 9-18, 2009
Traducción y adaptación de pruebas: Lecciones aprendidas y recomendaciones para países participantes en TIMSS, PISA y otras comparaciones internacionales
G Solano-Flores, LÁ Contreras-Niño, E Backhoff-Escudero
Revista electrónica de investigación educativa 8 (2), 1-21, 2006
In what language should English language learners be tested
G Solano-Flores, E Trumbull
Improving testing for English language learners: A comprehensive approach to …, 2008
Toward a science performance assessment technology
RJ Shavelson, G Solano-Flores, MA Ruiz-Primo
Evaluation and Program Planning 21 (2), 171-184, 1998
Generalizability theory and the fair and valid assessment of linguistic minorities
G Solano-Flores, M Li
Educational Research and Evaluation 19 (2-3), 245-263, 2013
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