On the cultural validity of science assessments

By Guillermo Solano-Flores, S. Nelson-Barber. 2001

290 citations recorded by the source corpus.

Subfields: Communication, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/470f1e5c0b7af1dc2f3fb3a59a355beced0154ec

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Communication

1. Okhee Lee
2. Richard P. Durán
3. E. Trumbull

In Developmental and Educational Psychology

1. Richard P. Durán
2. Okhee Lee
3. E. Trumbull
4. Cathy Wissehr
5. Marcelle A. Siegel
6. A. Lash
7. Nihat Polat
8. Luis E. Poza

In Education

1. Richard P. Durán
2. Okhee Lee
3. E. Trumbull
4. A. Lash
5. Cathy Wissehr
6. Guillermo Solano-Flores
7. Marcelle A. Siegel
8. Jamal Abedi

Citations in the corpus

• Preparing for the Plunge: Preservice Teachers’ Assessment Literacy (2011, background): “Few studies have addressed teachers’ knowledge of equitable assessment practices (Lee 2001; Siegel et al. 2008; Solano-Flores and Nelson-Barber 2001 ).”
• Science Education With English Language Learners: Synthesis and Research Agenda (2005, background): “…the effects of students’ home language and culture as a way to ensure test validity, an emerging approach advocates that understandings of home language and culture must be incorporated to guide the entire assessment process (Solano-Flores & Nelson-Barber, 2001; Solano-Flores & Trumbull, 2003).”
• Understanding Formative Assessment Insights from Learning Theory and Measurement Theory (2013, background): “…basic understanding of how linguistic and cultural fac tors may intersect with forma tive assessment processes and tasks, educators can be alert to sources of non-target KSAs in order to achieve what has been called “cultural validity” in for mative assessment (Solano-Flores & Nelson-Barber, 2001).”
• Assessing English-Language Learners’ Achievement (2008, background): “Solano-Flores and Nelson-Barber (2001) and Solano-Flores and Trumbull (2003) report generalizabilty theory statistical studies and cognitive lab studies of ELLs with different language, schooling, and national origin backgrounds on specific NAEP assessment items.”
• Examining Language in Context: The Need for New Research and Practice Paradigms in the Testing of English-Language Learners (2003, background): “Whereas the wording of the former is carefully refined and the test is tried out with pilot students, the translated version is developed in a much shorter period of time and with fewer review iterations ( Solano-Flores & Nelson-Barber, 2001 ).”