Abstract :
The use of translated versions of formal educational assessments is becoming more common in the United States of America (USA). This is due to two converging factors: 1) legislation passed during the Clinton and Bush administrations; 2) an influx of non-English-speaking immigrants, especially from Latin America. Against this background, this article discusses theoretical and practical issues pertaining to the translation or adaptation of educational assessments in the USA. These issues include the role of language proficiency and academic background in performance on standards-based achievement tests in different languages, factors affecting the decision whether to translate tests, translation methods and procedures, the degree to which translated tests are used in the USA, current laws influencing the use of translation, and the role that language testing specialists may play in this arena.
