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50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

Learn more about the history of ERIC here. PDF icon

Audience
Showing 1 to 15 of 25 results
Solano-Flores, Guillermo – Smarter Balanced Assessment Consortium, 2012
The present framework is developed under contract with the Smarter Balanced Assessment Consortium (SBAC) as a conceptual and methodological tool for guiding the reasonings and actions of contractors in charge of developing and providing test translation accommodations for English language learners. The framework addresses important challenges in…
Descriptors: Limited English Speaking, Translation, English, Test Construction
Peer reviewed Peer reviewed
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Solano-Flores, Guillermo; Li, Min – Educational Research and Evaluation, 2013
We discuss generalizability (G) theory and the fair and valid assessment of linguistic minorities, especially emergent bilinguals. G theory allows examination of the relationship between score variation and language variation (e.g., variation of proficiency across languages, language modes, and social contexts). Studies examining score variation…
Descriptors: Measurement, Testing, Language Proficiency, Test Construction
Peer reviewed Peer reviewed
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Kachchaf, Rachel; Solano-Flores, Guillermo – Applied Measurement in Education, 2012
We examined how rater language background affects the scoring of short-answer, open-ended test items in the assessment of English language learners (ELLs). Four native English and four native Spanish-speaking certified bilingual teachers scored 107 responses of fourth- and fifth-grade Spanish-speaking ELLs to mathematics items administered in…
Descriptors: Error of Measurement, English Language Learners, Scoring, Bilingual Teachers
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Solano-Flores, Guillermo – Educational Researcher, 2008
The testing of English language learners (ELLs) is, to a large extent, a random process because of poor implementation and factors that are uncertain or beyond control. Yet current testing practices and policies appear to be based on deterministic views of language and linguistic groups and erroneous assumptions about the capacity of assessment…
Descriptors: Generalizability Theory, Testing, Second Language Learning, Error of Measurement
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Solano-Flores, Guillermo; Li, Min – Educational Assessment, 2009
We investigated language variation and score variation in the testing of English language learners, native Spanish speakers. We gave students the same set of National Assessment of Educational Progress mathematics items in both their first language and their second language. We examined the amount of score variation due to the main and interaction…
Descriptors: Scores, Testing, Second Language Learning, English (Second Language)
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Solano-Flores, Guillermo; Li, Min – Educational Measurement: Issues and Practice, 2009
We addressed the challenge of scoring cognitive interviews in research involving multiple cultural groups. We interviewed 123 fourth- and fifth-grade students from three cultural groups to probe how they related a mathematics item to their personal lives. Item meaningfulness--the tendency of students to relate the content and/or context of an item…
Descriptors: Generalizability Theory, Scoring, Error of Measurement, Grade 5
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Solano-Flores, Guillermo; Barnett-Clarke, Carne; Kachchaf, Rachel R. – Educational Assessment, 2013
We examined the performance of English language learners (ELLs) and non-ELLs on Grade 4 and Grade 5 mathematics content knowledge (CK) and academic language (AL) tests. CK and AL items had different semiotic loads (numbers of different types of semiotic features) and different semiotic structures (relative frequencies of different semiotic…
Descriptors: English Language Learners, Performance, Mathematics Tests, Semiotics
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Solano-Flores, Guillermo; Li, Min – Assessment for Effective Intervention, 2008
The dependability of academic achievement measures for English language learners (ELLs) is influenced by three facts: (a) Each ELL has unique strengths and weaknesses in each language mode (listening, speaking, reading, and writing) both in English and in his or her first language, (b) each test item poses a different set of linguistic demands…
Descriptors: Generalizability Theory, Test Items, Dialects, Academic Achievement
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Solano-Flores, Guillermo – Teachers College Record, 2006
This article examines the intersection of psychometrics and sociolinguists in the testing of English language learners (ELLs); it discusses language, dialect, and register as sources of measurement error. Research findings show that the dialect of the language in which students are tested (e.g., local or standard English) is as important as…
Descriptors: Second Language Learning, Test Construction, Sociolinguistics, Psychometrics
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Solano-Flores, Guillermo; Li, Min – Educational Measurement: Issues and Practice, 2006
We contend that generalizability (G) theory allows the design of psychometric approaches to testing English-language learners (ELLs) that are consistent with current thinking in linguistics. We used G theory to estimate the amount of measurement error due to code (language or dialect). Fourth- and fifth-grade ELLs, native speakers of…
Descriptors: Foreign Countries, Grade 4, Grade 5, English (Second Language)
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Solano-Flores, Guillermo; Backhoff, Eduardo; Contreras-Nino, Luis Angel – International Journal of Testing, 2009
In this article, we present a theory of test translation whose intent is to provide the conceptual foundation for effective, systematic work in the process of test translation and test translation review. According to the theory, translation error is multidimensional; it is not simply the consequence of defective translation but an inevitable fact…
Descriptors: Test Items, Investigations, Semantics, Translation
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Solano-Flores, Guillermo; Trumbull, Elise – Educational Researcher, 2003
Suggests the importance of new paradigms in research and practice on testing English language learners (ELLs) to effectively address the complexities of language and culture, identifying three key issues: test review, test development, and treatment of language as a source of measurement error. Research examples illustrate the importance and…
Descriptors: Cultural Differences, Educational Research, Elementary Secondary Education, English (Second Language)
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Solano-Flores, Guillermo – Science Activities, 2000
Describes a bubble activity related to the concepts of force and motion. Uses soap solutions for the task and evaluates students according to their performance in the problem solving process and garnering investigation results, which are conceptually based. Promotes and assesses science process skills. (Contains 20 references.) (YDS)
Descriptors: Elementary Secondary Education, Force, Hands on Science, Motion
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Solano-Flores, Guillermo; Nelson-Barber, Sharon – Journal of Research in Science Teaching, 2001
Proposes the concept of cultural validity as a form of test validity in science assessment. Contends that current approaches to handling student diversity in assessment are limited. Discusses ways in which adopting cultural validity as a criterion for test validity makes it necessary to shift assessment paradigms and adopt new procedures for…
Descriptors: Cognitive Style, Cultural Influences, Culture, Diversity (Student)
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Solano-Flores, Guillermo; Trumbull, Elise; Nelson-Barber, Sharon – International Journal of Testing, 2002
Developed a model for the concurrent development of assessments in two language versions and tested the model with classes of seven bilingual teachers who developed the assessments in English and Spanish. Results show that the model allows assessment developers to give deeper consideration to culture in test development. (SLD)
Descriptors: Bilingual Education, Bilingual Teachers, Cultural Awareness, English
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