Guillermo Solano-Flores
Professor of Education
Graduate School of Education
Bio
Dr. Guillermo Solano-Flores is Professor of Education at the Stanford University Graduate School of Education. His research focuses on the intersection of assessment, cultural and linguistic diversity, and fairness. This research is relevant to the testing of students who are not proficient in English in the U.S., students from different countries in the context of international comparisons, and students with disabilities. His research is based on the use of multidisciplinary approaches that use psychometrics, sociolinguistics, semiotics, and cognitive science in combination. He is the author of the theory of test translation error, which addresses testing across cultures and languages. Also, he has investigated the use of generalizability theory—a psychometric theory of measurement error—in the testing of English language learners and indigenous populations, and the use of Boolean algebra in complex coding endeavors. He has advised Latin American countries on the development of national assessment systems and has been the advisor to countries in Latin America, Asia, Europe, Middle East, and Northern Africa on the adaptation and translation of performance tasks into multiple languages. Current research projects examine academic language and testing, formative assessment practices for culturally diverse science classrooms, and the design and use of testing accommodations and accessibility resources for students with special needs in computer-administered tests. He serves in the National Assessment Governing Board in the position of testing and measurement expert and has been member of technical advisory boards for several assessment projects and institutions, including the Smarter Balanced Assessment Consortium, the National Assessment of Educational Progress, the National Academy of Education, and the Department of Education of Hawaii.
Research Interests
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Assessment, Testing and Measurement
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Diversity and Identity
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Equity in Education
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International and Comparative Education
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Leadership and Organization
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Learning Differences
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Literacy and Language
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Math Education
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Research Methods
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Science Education
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Special Education
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Standards
Current Research and Scholarly Interests
Current research projects examine academic language and testing, formative assessment practices for culturally diverse science classrooms, and the design and use of illustrations in international test comparisons and in the testing of English language learners.
2024-25 Courses
- Introduction to Data Analysis and Interpretation
EDUC 200A (Aut) - Language Issues in Educational Research and Practice
EDUC 223 (Spr) - Using International Test Results in Educational Research
EDUC 203 (Win) -
Independent Studies (6)
- Curricular Practical Training
EDUC 437 (Aut, Win, Spr, Sum) - Directed Reading
EDUC 480 (Aut, Win, Spr, Sum) - Directed Reading in Education
EDUC 180 (Aut, Win, Spr, Sum) - Directed Research
EDUC 490 (Aut, Win, Spr, Sum) - Directed Research in Education
EDUC 190 (Aut, Win, Spr, Sum) - Master¿s Thesis and Thesis Research
LATINAM 398 (Aut, Win, Spr, Sum)
- Curricular Practical Training
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Prior Year Courses
2023-24 Courses
- Introduction to Data Analysis and Interpretation
EDUC 200A (Aut) - Language Issues in Educational Research and Practice
EDUC 223 (Spr) - Proseminar 3
EDUC 325C (Spr) - Using International Test Results in Educational Research
EDUC 203 (Win)
2022-23 Courses
- Introduction to Data Analysis and Interpretation
EDUC 200A (Aut) - Language Issues in Educational Research and Practice
EDUC 223 (Spr) - Proseminar 3
EDUC 325C (Spr) - Using International Test Results in Educational Research
EDUC 203 (Win)
2021-22 Courses
- Introduction to Data Analysis and Interpretation
EDUC 200A (Aut) - Language Issues in Educational Research and Practice
EDUC 223 (Spr) - Proseminar 3
EDUC 325C (Spr) - Using International Test Results in Educational Research
EDUC 203 (Win)
- Introduction to Data Analysis and Interpretation
Stanford Advisees
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Doctoral Dissertation Advisor (AC)
Julian Siebert -
Master's Program Advisor
Ziyue Wang -
Doctoral (Program)
Melissa Lewis, Eunjung Myoung, Julian Siebert
All Publications
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Long-term English learners’ mathematics course trajectories: downstream consequences of early remediation on college preparation
International Multilingual Research Journal
2022
View details for DOI 10.1080/19313152.2022.2137910
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Academic achievement in a language revitalisation context: a study on the influence of language and socioeconomic factors
JOURNAL OF MULTILINGUAL AND MULTICULTURAL DEVELOPMENT
2021
View details for DOI 10.1080/01434632.2020.1865382
View details for Web of Science ID 000608340800001
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Testing across languages in international comparisons: cultural adaptation of consensus-based test translation review procedures
JOURNAL OF MULTILINGUAL AND MULTICULTURAL DEVELOPMENT
2020
View details for DOI 10.1080/01434632.2020.1852242
View details for Web of Science ID 000596250900001
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Boolean Analysis of Interobserver Agreement: Formal and Functional Evidence Sampling in Complex Coding Endeavors
EDUCATIONAL MEASUREMENT-ISSUES AND PRACTICE
2020
View details for DOI 10.1111/emip.12409
View details for Web of Science ID 000591852600001
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Design and use of pop-up illustration glossaries as accessibility resources for second language learners in computer-administered tests in a large-scale assessment system
INTERNATIONAL MULTILINGUAL RESEARCH JOURNAL
2019; 13 (4): 277–93
View details for DOI 10.1080/19313152.2019.1611338
View details for Web of Science ID 000487345200005
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International Test Comparisons: Reviewing Translation Error in Different Source Language-Target Language Combinations
INTERNATIONAL MULTILINGUAL RESEARCH JOURNAL
2018; 12 (1): 17–27
View details for DOI 10.1080/19313152.2017.1349527
View details for Web of Science ID 000431309300003
- International Test Comparisons: Reviewing Translation Error in Different Source Language-Target Language Combinations International Multilingual Research Journal 2018; 12 (1): 17-27
- International semiotics: Item difficulty and the complexity of science item illustrations in the PISA-2009 international test comparison International Journal of Testing 2016; 16 (3): 205-219
- Assessment capacity, cultural validity and consequential validity in PISA RELIEVE 2016; 22: M12
- Language shift and the inclusion of indigenous populations in large-scale assessment programs International Journal of Testing 2015; 15 (2): 136-152
- Complexity of Illustrations in PISA 2009 Science Items and Its Relationship to the Performance of Students from Shanghai-China, the United States, and Mexico. Teachers College Record 2015; 117 (1): n1
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The effects of content, format, and inquiry level on science performance assessment scores
APPLIED MEASUREMENT IN EDUCATION
2000; 13 (2): 139-160
View details for Web of Science ID 000086300300002
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On the development and evaluation of a shell for generating science performance assessments
INTERNATIONAL JOURNAL OF SCIENCE EDUCATION
1999; 21 (3): 293-315
View details for Web of Science ID 000079040100005
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Toward a science performance assessment technology
7th EARLI Conference
PERGAMON-ELSEVIER SCIENCE LTD. 1998: 171–84
View details for Web of Science ID 000075460800005
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Gender and racial/ethnic differences on performance assessments in science
EDUCATIONAL EVALUATION AND POLICY ANALYSIS
1997; 19 (2): 83-97
View details for Web of Science ID A1997XE01200001