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Guillermo Solano-Flores

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Guillermo Solano-Flores

Professor

Assistant: Elayne Weissler-Martello

Biography

Dr. Guillermo Solano-Flores is Professor of Education at the Stanford University Graduate School of Education. He specializes in educational assessment and the linguistic and cultural issues that are relevant to both international test comparisons and the testing of cultural and linguistic minorities. His research is based on the use of multidisciplinary approaches that use psychometrics, sociolinguistics, semiotics, and cognitive science in combination. He has conducted research on the development, translation, localization, and review of science and mathematics tests. He has been principal investigator in several National Science Foundation-funded projects that have examined the intersection of psychometrics, semiotics, and linguistics in testing. 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. He has advised Latin American countries on the development of national assessment systems. Also, he 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.

Other Titles

Professor of Education

Program Affiliations

DAPS
(MA) ICE/IEPA
(MA) POLS
(MA) LDT

Research Interests

Assessment, testing and measurement | Diversity and Identity | International and Comparative Education | Leadership and Organization | Literacy and Language | Standards

See a full list of GSE Faculty research interests >

Recent Publications

Zhao, X., Solano-Flores, G., & Qian, M. (2018). International Test Comparisons: Reviewing Translation Error in Different Source Language-Target Language Combinations. International Multilingual Research Journal, 12(1).

Solano-Flores, G., Wang, C., & Shade, C. (2016). International semiotics: Item difficulty and the complexity of science item illustrations in the PISA-2009 international test comparison. International Journal of Testing, 16(3).

Solano-Flores, G., & Milbourn, T. (2016). Assessment capacity, cultural validity and consequential validity in PISA. RELIEVE, 22.

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