Lorena Llosa

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Validating a standards-based classroom assessment of English proficiency: A multitrait-multimethod approach

Lorena Llosa, Lorena Llosa, 2007 .

Impact of a Large-Scale Science Intervention Focused on English Language Learners

Michael J. Kieffer, Okhee Lee, Lorena Llosa, 2016 .

The Challenges of Writing Exposition: Lessons From a Study of ELL and Non-ELL High School Students

Sarah W. Beck, T. Fredrick, Lorena Llosa, 2013 .

Evaluation of the initial implementation of the Waterford Early Reading Program 2001-2002 (Publication No. 126): Planning, Assessment and Research Division Publication

Lorena Llosa, Julie Slayton, Julie Slayton, 2002 .

Disciplinary Practices with Multilingual Learners in the Content Areas: Investigating Grasp of Practice in Fifth-Grade Science

Scott E. Grapin, Okhee Lee, Lorena Llosa, 2022, Journal of Language, Identity & Education.

Science and language integration with English learners: A conceptual framework guiding instructional materials development

Scott E. Grapin, Okhee Lee, Lorena Llosa, 2019, Science Education.

Precision: Toward a meaning-centered view of language use with English learners in the content areas

Scott E. Grapin, Okhee Lee, Lorena Llosa, 2019, Linguistics and Education.

Building and Supporting a Validity Argument for a Standards-Based Classroom Assessment of English Proficiency Based on Teacher Judgments

Lorena Llosa, Lorena Llosa, 2008 .

How Fifth-Grade English Learners Engage in Systems Thinking Using Computational Models

Daniel Wendel, Lorena Llosa, Alison Haas, 2020, Syst..

Voice in high-stakes L1 academic writing assessment: Implications for L2 writing instruction

Lorena Llosa, Cecilia Guanfang Zhao, Lorena Llosa, 2008 .

Developing instructional materials for English learners in the content areas: An illustration of traditional and contemporary materials in science education

Scott E. Grapin, Okhee Lee, Lorena Llosa, 2022, TESOL Journal.

Multimodal Tasks to Assess English Learners and Their Peers in Science

Scott E. Grapin, Lorena Llosa, 2022, Educational Assessment.

Developing Instructional Materials Aligned to the Next Generation Science Standards for All Students, Including English Learners

Scott E. Grapin, Okhee Lee, Lorena Llosa, 2021, Journal of Science Teacher Education.

Rethinking instructional strategies with English learners in the content areas

Scott E. Grapin, Okhee Lee, Lorena Llosa, 2020 .

Dynamic Assessment of English Learners in the Content Areas: An Exploratory Study in Fifth‐Grade Science

Scott E. Grapin, Lorena Llosa, 2021, TESOL Quarterly.

Elementary teachers' science knowledge and instructional practices: Impact of an intervention focused on english language learners

Christopher D. Van Booven, Okhee Lee, Lorena Llosa, 2016 .

Affordances of Computational Models for English Learners in Science Instruction: Conceptual Foundation and Initial Inquiry

Scott E. Grapin, Okhee Lee, Lorena Llosa, 2021, Journal of Science Education and Technology.

Toward a More Nuanced Approach to Program Effectiveness Assessment: Hierarchical Linear Models in K–12 Program Evaluation

Lorena Llosa, Xiaoxia A. Newton, Xiaoxia Newton, 2010 .

Development and validation of a measure of elementary teachers' science content knowledge in two multiyear teacher professional development intervention projects

Okhee Lee, Karen Adamson, Lorena Llosa, 2015 .

How can educational systems better serve English learners

Michael J. Kieffer, Okhee Lee, Lorena Llosa, 2016 .

What's in a Test? ESL and English Placement Tests in California's Community Colleges and Implications for US-Educated Language Minority Students

George C. Bunch, Lorena Llosa, 2011 .

From assessing to teaching writing: What teachers prioritize

Sarah W. Beck, Lorena Llosa, Kristine Black, 2018, Assessing Writing.

Toward an integrative framework for understanding multimodal L2 writing in the content areas

Scott E. Grapin, Lorena Llosa, 2020 .

An investigation of academic writing in secondary schools to inform the development of diagnostic classroom assessments

Sarah W. Beck, Lorena Llosa, Cecilia Guanfang Zhao, 2011 .

Chapter XX Assessing the Quality of Online Peer Feedback in L2 Writing

Christine Rosalia, Lorena Llosa, C. Rosalia, 2009 .

Language Testing and Accountability

Lorena Llosa, Lorena Llosa, 2012 .

Heritage Language Reading in the University: A Survey of Students' Experiences, Strategies, and Preferences.

Lorena Llosa, Linda Jensen, 2007 .

Linguistic Dimensions of TOEFL iBT Essays Compared With Successful Student Disciplinary Writing in the University

Scott E. Grapin, Eric Friginal, Lorena Llosa, 2020 .

Assessing heritage language learners

Lorena Llosa, Lorena Llosa, 2013 .

Multilingual learners' epistemologies in practice in the context of computational modeling in an elementary science classroom

Scott E. Grapin, Ashlyn E. Pierson, Okhee Lee, 2023, Journal of Research in Science Teaching.

Affordances of Computational Models for English Learners in Science Instruction: Conceptual Foundation and Initial Inquiry

Scott E. Grapin, Okhee Lee, Lorena Llosa, 2021, Journal of Science Education and Technology.

Integrating Computational Modeling Into Science Instruction With English Learners

Scott E. Grapin, Lorena Llosa, Katie Simon, 2021 .

Integrating Crosscutting Concepts Into Science Instruction

Lorena Llosa, Alison Haas, Scott E. Grapin, 2019, Science and Children.

Precision: Toward a meaning-centered view of language use with English learners in the content areas

Scott E. Grapin, Okhee Lee, Lorena Llosa, 2019, Linguistics and Education.

Revisiting the Role of Content in Language Assessment Constructs

Lorena Llosa, 2020 .

Standards-based classroom assessments of English proficiency: A review of issues, current developments, and future directions for research

Lorena Llosa, 2011 .

Assessing students’ content knowledge and language proficiency

Lorena Llosa, 2016 .

Translingual caring and translingual aggression: (Re)centering criticality in the research and practice of translanguaging pedagogy

Lorena Llosa, Kongji Qin, 2023, The Modern Language Journal.

Construct Relevant or Irrelevant? The Role of Linguistic Complexity in the Assessment of English Language Learners’ Science Knowledge

Lorena Llosa, Brianna Avenia-Tapper, Lorena Llosa, 2015 .

Assessing English Learners' Progress: Longitudinal Invariance of a Standards-Based Classroom Assessment of English Proficiency

Lorena Llosa, 2012 .

Design Issues and Inference in Experimental L2 Research

T. Hudson, Lorena Llosa, 2015 .

Student and instructor perceptions of writing tasks and performance on TOEFL iBT versus university writing courses

Margaret E. Malone, Lorena Llosa, Lorena Llosa, 2017 .

Investigating Differences Between American and Indian Raters in Assessing TOEFL iBT Speaking Tasks

Lorena Llosa, Jing Wei, 2015 .

Beyond the Rubric: Think-Alouds as a Diagnostic Assessment Tool for High School Writing Teachers.

Sarah W. Beck, Lorena Llosa, Kristine Black, 2015 .