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Other Services
     
SLTI offers a host of services in addition to second language testing. The following links lead to more about each of the services. If you are interested in any of SLTI’s services, call Dr. Stansfield at 301-231-6046 or contact him via e-mail at CStansfield@2LTI.com.
 

1. Consulting

2. Test Language Simplification

3. Monolingual and Bilingual Test Glossaries

4. Research

5. Teacher Training

6. Desktop Publishing

 
 
 
 

1. Consulting

SLTI provides consulting services to a wide variety of clients on topics related to its areas of specialization. Most typically, clients who contract with SLTI for test translation/adaptation work, need advice and assistance that goes beyond the product being developed. Usually, advice is needed on the development of documents related to operationalization of the test program for non-traditional examinee populations, such as limited-English-proficient (LEP) students and their family members. SLTI can provide assistance on such matters as reducing or eliminating item and test bias, selecting and training appropriate raters, providing in-service training for school personnel, and developing and implementing appropriate policies concerning accommodations for examinees with specific needs. SLTI is often called on to provide consultation on the subject of LEP accommodations in large-scale assessment programs.

2. Test Language Simplification

Normally, items on standardized tests are written by content specialists who are familiar with the subject being tested. However, these specialists are not usually familiar with the linguistic and cultural characteristics of the diverse population of examinees who may take the test. The way that test items are worded may pose a problem for students with limited English proficiency. When this happens, the test becomes a measure of language skills, rather than knowledge of the subject being tested. For example, if high school science teachers draft items for a standardized test of Science, the items will be written at about a 10th grade reading level. As a result, if an LEP student has English vocabulary and grammar skills at the 6th grade level, the student will perform below his or her true level of ability on the Science test. This problem, which reduces the validity and accuracy of the score for the LEP student, can be corrected through a process that is called "language simplification" or "sheltering".

SLTI provides language simplification services to test publishers and to state and local education agencies. The procedure involves having the test reviewed by specialists in English as a Second Language who are experienced professional item writers. SLTI’s reviewers suggest revisions to the wording of items so that they will be more accessible to LEP examinees. The revisions do not lessen the degree to which the item is a measure of the content-relevant issue or problem being tested. Instead, they simplify the language that is used to present the issue or problem. SLTI’s reviewers identify all suggested changes for the client, who makes the final call on the implementation of the suggested revisions. During the year 2000, SLTI developed linguistically simplified versions of Science assessments at grades 4, 6, 8, and 11 for the Delaware Department of Education. The results of this project were reported at the 2001 meeting of the American Educational Research Association. The study was published in Educational Assessment. To read the full research article, click here.

3. Monolingual and Bilingual Test Glossaries

Another way of making standardized achievement more accessible to LEP examinees is through the provision of a monolingual or bilingual glossary. Such a glossary avoids defining terms that are being tested or terms that are relevant to the subject being tested. Instead, the test glossary focuses on the English vocabulary that is used to present the issue or problem being tested. By providing a synonym, or simple definition, or a translation of any words that may be unfamiliar to LEP students, the glossary makes the item more accessible for these students without modifying the item itself.

Glossaries are normally presented to examinees in one of two formats: either as a separate document or as part of the test. If the glossary is in a separate document, all entries are arranged in alphabetical order in the document. If the glossary is in the test, all entries appear below the item, in the order in which they appear in the item.

Test glossaries may be made available to any student who requests them. If a glossary exists as a separate document, the examinee is given the document along with the test booklet. If the glossary is included in the test after each item, then a special test booklet may be prepared.

Monolingual glossary. A monolingual glossary is written entirely in English. As such, it is useful to all LEP examinees, regardless of their native language. A bilingual glossary is only useful to LEP examinees whose native language matches the language of the glossary. For example, an English-Spanish bilingual glossary is of no use to native speakers of Vietnamese. However, a separate glossary may be prepared for Vietnamese or any other language.

Following each English word in the glossary is a synonym, which is also in English. The synonym is normally a word with a higher frequency of use (example: inebriate = drunk). If no high-frequency synonym is available, the word may be followed by a short definition (example: synonym = a word that means the same thing).

Bilingual glossary. A bilingual glossary involves the direct translation of words from English into another language. Normally, no definitions of any sort are given in a bilingual glossary. In an English-Spanish glossary, the example above would appear as follows: synonym = sinónimo.

Test Glossary Preparation Service. SLTI’s experienced staff can prepare a bilingual or monolingual glossary for your test. The process involves having the English version of the test reviewed by our English as a Second Language specialists who are also experienced test developers. These reviewers identify the words that should appear in the glossary. Then, an appropriate glossary is prepared, relying on either synonyms, simple definitions, or translations. When a bilingual glossary is prepared, professional translators are employed, so that an appropriate equivalent for each context is included in the glossary.

 4. Research

SLTI carries out funded research on matters relevant to the kind of work it does. Clients often ask SLTI to research a matter that is of interest to them. For the Massachusetts Department of Education, SLTI conducted a rapid international survey to determine whether translated tests should be presented in separate booklets, on facing pages with the original, or in a parallel column format with the original. We have also designed evaluation questionnaires and bilingual rater selection questionnaires for state departments of education.

SLTI participates in research projects for the GED Testing Service on its Spanish language GED. Thus far, this has included the presentation of papers at major professional meetings with GED Testing Service staff.

For the U.S. Department of Education, we conducted a national survey of state policies for the inclusion and accommodation of limited English proficient students during 1999-2000. This project was carried out jointly with the Center for Equity and Excellence at George Washington University. A lengthy final report was published, and papers were read at several major national forums. The study was the subject of an article in Education Week, which published quotes from the authors. Two articles focusing on certain aspects of the findings have already been published. We are currently carrying out a replication of that study, with a focus on research on test translation practices in state assessments. This study is also funded by the U.S. Department of Education.

 5. Teacher Training

SLTI is often called upon to provide training for teachers. This may be related to any aspect of the test development process. It may cover item writing, test administration, or training raters to score examinee performances.

In the areas of foreign language testing, SLTI is frequently called upon to train teachers to score the Simulated Oral Proficiency Interview (SOPI), which has been developed by the Center for Applied Linguistics (CAL) in a dozen languages. SLTI also trains teachers in developing SOPIs and in customizing them so that they are as appropriate as possible to their student population.



6. Layout and Desktop Publishing

With a constantly growing in-house Desktop Publishing (DTP) team, SLTI is accustomed to successfully providing publishing services to its clients. SLTI’s services and products range from offset or laser printed documents to multimedia CD-ROMs and websites.

Translation-related projects often require specialized language knowledge and page layout skills. Although many of SLTI’s clients have in-house layout and desktop publishing capabilities, a client's desktop publishing specialists may not know or may have an inadequate knowledge of the language into which the test has been rendered. In such situations the client may prefer to have SLTI do layout for the target language test book or answer document based on pre-existing layout matrices.

The typical documents for which SLTI provides DTP services include educational assessments and ancillary testing materials such as score reports and informational brochures for parents. SLTI has a strong record of working with both pre-existing layout and creating layouts for documents it has translated. In both cases, SLTI works with translators to ensure that standard layout is replicated as closely as possible while following conventions of the target languages to ensure ease of reading among the target audience. SLTI has performed DTP services in languages as diverse as Arabic, Armenian, traditional Chinese, Farsi, Filipino, Hindi, Japanese, Khmer, Korean, Lao, Persian, Portuguese, Russian, Spanish, and Vietnamese.
SLTI provides DTP services using Mac and PC platforms and primarily utilizes Adobe, InDesign, and Quark Express Software.

We also produce audio and video versions of tests in non-English languages on CD-ROM or DVD.

Virtual Publishing
SLTI’s excellent practice standards not only secure and protect the transfer of information with its clients and vendors but also assure the delivery of a digital file in either postscript or PDF format as requested. Clients take advantage of this service to post the product on their websites or to produce a version of the product on CD-ROM or through other technologies. We also deliver PDFs directly to printing companies and work with them to verify that the file prints correctly.

Previous Clients
SLTI has performed translation and typesetting services for examinations such as the New York State Educational Department’s Regents Exams, the New Jersey Assessment of Knowledge and Skills, the Ohio Achievement Tests, the Hawaii state assessments, the Michigan Educational Assessment Program, and the National Assessment of Educational Progress.

To see the Massachusetts Comprehensive Assessment System’s Parent Guide, an example of test-related documents in ten non-English languages translated and typeset by SLTI, click here.

To see reports translated into Spanish and typeset by SLTI for the National Assessment of Educational Progress (NAEP), click on the following links:

La Libreta de Calificaciones de la Nación: Matemáticas 2003 y 2005 Rendimiento en Puerto Rico—Aspectos Sobresalientes


La Libreta de Calificaciones de la Nación: Matemáticas 2005 Rendimiento en Puerto Rico—Enfoque en las Áreas de Contenido