Examining Language in Context: The Need for New Research and Practice Paradigms in the Testing of English-Language Learners

By Guillermo Solano-Flores, E. Trumbull. 2003

262 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/eacefa7d329484a540b14a3f90a27b74fa39a4f3

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Citations in the corpus

Teaching to the Test: How No Child Left Behind Impacts Language Policy, Curriculum, and Instruction for English Language Learners (2006, background): “In addition, analyses of existing test instruments point to continued cultural and linguistic complexity in test items that are further sources of measurement errors, and have yet to be properly addressed in the assessments being used for high-stakes decision making (Abedi & Dietal, 2004; Abedi, Hof”
Constructing a language assessment knowledge base: A focus on language assessment courses (2008, background): “Such knowledge will guide them in ensuring that the needs of immigrant students are aptly accommodated in testing situations (Solano-Flores & Trumbul, 2003).”
The Complexities of Culturally Relevant Pedagogy: A Case Study of Two Secondary Mathematics Teachers and Their ESOL Students (2009, background): “Some scholars (Campbell, Adams, & Davis, 2007; Moschkovich, 2002; Solano-Flores & Trumbull, 2003) argue that certain problem contexts may cause language minority students difficulty because of the different cultural lenses these students bring into the mathematics classroom and differences in…”
Equity of Literacy-Based Math Performance Assessments for English Language Learners (2005, background): “It comes as no surprise that ELL students are not successful at solving word problems loaded with difficult and unfamiliar vocabulary (Abedi & Lord, 2001; Solano-Flores & Trumbull, 2003).”
Closing the Achievement Gap: A Metaphor for Children Left Behind (2004, background): “…that these students have unique sets of weaknesses and strengths in English, along with unique weaknesses and strengths in their primary language, making it difficult to separate the effects these elements have on English language learners’ achievement scores (Solano-Flores & Trunbull, 2003).”
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.”
The Effects of Dynamic Strategic Math on English Language Learners’ Word Problem Solving (2013, background): “Math content is unforgiving in terms of the constant need to build specific working math and English knowledge that is dependent on reading comprehension skills (Solano-Flores & Trumbull, 2003).”
High Stakes Testing: Issues, Implications, and Remedies for English Language Learners (2008, background): “Solano-Flores and Trumbull (2003) recommend an “item microanalysis,” which includes a “set of reasonings used to examine how the properties of items and students’ linguistic, cultural, and socioeconomic backgrounds operate in combination to shape the ways in which students make sense of test items”…”
Classification System for English Language Learners: Issues and Recommendations (2008, background): “Additionally, Solano-Flores and Trumbull (2003) found that language factors interact with test items.”
Assessing English Language Learners’ Opportunity to Learn Mathematics: Issues and Limitations (2010, methodology): “Research clearly has shown that unnecessary linguistic complexity of assessment negatively impacts the reliability and validity of assessment for ELL students (see, for example, Abedi, 2006; Abedi, Leon, & Mirocha, 2003; Solano-Flores & Trumbull, 2003).”
Science Education With English Language Learners: Synthesis and Research Agenda (2005, background): “A basic concern is that ELLs’ science achievement is underestimated when they are not allowed to demonstrate their knowledge and abilities in their home language (Solano-Flores & Trumbull, 2003).”
Understanding Formative Assessment Insights from Learning Theory and Measurement Theory (2013, background): “…for which their parents use language, the influence of another language or culture, their prior knowledge and past experi ence (related to opportunities to learn), their socioeconomic status, and a host of other factors (Heath, 1983; Ochs & Schieffelin, 2011; Solano-Flores & Trumbull, 2003).”