Almond, P. J., Cameto, R., Johnstone, C. J., Laitusis, C., Lazarus, S., Nagle, K., Parker, C. E., Roach, A. T., & Sato, E. (2009). White paper: Cognitive interview methods in reading test design and development for alternate assessments based on modified academic achievement standards (AA-MAS). Dover, NH: Measured Progress and Menlo Park, CA: SRI International.

Almond, P., Winter, P., Cameto, R., Russell, M., Sato, E., Clarke, J., Torres, C., Haertel, G., Dolan, B., Beddow, P., & Lazarus, S. (2010). Technology enabled and universally designed assessment: Considering access in measuring the achievement of students with disabilities—A foundation for research. Journal of Technology, Learning, and Assessment, 10 (5).

Assessment and Accountability Comprehensive Center [lead author]. (2009). Framework for high-quality English language proficiency standards and assessments. San Francisco, CA: WestEd.

Bailey, A., Butler, F., & Sato, E. (2007). Standards-to-standards linkage under Title III: Exploring common language demands in ELD and science standards. Applied Measurement in Education, 20 (1).

Hidalgo, P. & Sato, E. (2014, December). New technologies to assess English learners—Test of English Language Learning (TELL): Integrated skills application assessment, Paper presented at the annual conference of the California Educational Research Association, San Diego, CA.

Kobrin, J., Sato, E., Lai, E., & Weegar, J. (2016, April). Examination of the constructs assessed by published tests of critical thinking. Presentation at the National Council on Measurement in Education. Washington, D.C.

Molle, D., Sato, E., Boals, T., & Hedgspeth, C.A. (Eds.) (2015). Multilingual learners and academic literacies: Sociocultural contexts of literacy development in adolescents. New York: Routledge.

Rabinowitz, S., & Sato, E. (2006). The technical adequacy of assessments for alternate student populations: Guidelines for consumers and developers. San Francisco, CA: WestEd.

Sato, E. (2018, April). Socio-cultural and accessibility considerations for the fair testing of English learners and English learners with significant cognitive disabilities. Coordinated paper session at the National Council on Measurement in Education. New York, NY.

Sato, E. (2018, June). Alternate assessment of English learners with significant cognitive disabilities: Meeting our students’ needs and accountability requirements. Symposium at the National Conference on Student Assessment. San Diego, CA.

Sato, E. (2017). Culture in fair assessment practices. In H. Jiao & R.W. Lissitz (Eds.) Test fairness in the new generation of large-scale assessments. Maryland Assessment Research Center Conference. College Park, MD.

Sato, E. (2017, April). Effect of cultural orientation differences on non-cognitive factors – Implications for assessment design. Coordinated paper session at the National Council on Measurement in Education. San Antonio, TX.

Sato, E. (2016, April). Fairness issues and validation of non-cognitive skills. Coordinated paper session at the National Council on Measurement in Education. Washington, D.C.

Sato, E. (2015). Establishing a foundation for academic literacy: The role of standards. In D. Molle, E. Sato, T. Boals, & C.A. Hedgspeth (Eds.), Multilingual learners and academic literacies: Sociocultural contexts of literacy development in adolescents (pp. 277-290). New York: Routledge.

Sato, E. (2015). Skills for a multilingual, global community. Language Magazine, 15(3), 34-44.

Sato, E. (2015, December). Cultural sensitivity and next generation learning. Paper presented at the California Educational Research Association Conference. Anaheim, CA.

Sato, E. (2015, November). Literacy and language learning in our global society. Invited keynote delivered at the International Conference on 21st Century Education (Dubai, UAE).

Sato, E., (2015, October). Culture in fair assessment practices. Invited presentation at the Fifteenth Annual Maryland Assessment Research Center Conference. College Park, MD.

Sato, E. (2015, April). Exploring the implications of the “Fairness” chapter of the 2014 Standards for Educational and Psychological Testing. Invited presentation at the National Council on Measurement in Education. Chicago, IL.

Sato, E. (2015, April). Understanding and operationalizing cultural sensitivity in assessment practices. Presentation at the National Council on Measurement in Education. Chicago, IL.

Sato, E. (2015, March). How assessment can influence instructional practice and cultivate deeper learning skills in our 21st century learners: A perspective. Invited presentation at the Beyond Pathways to STEAM Innovation conference, organized by the Institute of Applied Technology and the Ministry of Education. Dubai, U.A.E.

Sato, E. (2014, April). Accessibility and accommodations online: What do we know? Paper presented at the annual conference of the National Council on Measurement in Education, Philadelphia, PA.

Sato, E. (2013, December). A means for leveling the playing field and supporting the achievement of diverse learners. California Educational Research Association Conference. Anaheim, CA.

Sato, E. (2012, October 4). The relationship between academic language and rigorous academic content for English language learners. Invited presentation at the National Title I Association Professional Development Series meeting, Phoenix, AZ.

Sato, E. (2011, April). Cognitive interviews of English language learners and students with disabilities and features contributing to item difficulty: Implications for item and test design. Paper presented at the annual conference of the American Educational Research Association, New Orleans, LA.

Sato, E. (2011, January). Considerations for accommodating students with disabilities: Our current context and future directions. Webinar presentation for SchoolsMovingUp. WestEd.

Sato, E. (2011). A guide for developing accessible tasks. San Francisco, CA: WestEd.

Sato, E. (2010, November). Language proficiency: An academic language framework. Presentation at the Iowa Culture and Language Conference, Coralville, IA.

Sato, E. (2010, November). Unpacking content and academic language expectations for instructional planning and practice. Presentation at the Iowa Culture and Language Conference, Coralville, IA.

Sato, E. (2010, October). Inclusive next generation assessment: An examination of approaches for evaluating technical quality. Presentation at the Reidy Interactive Lecture Series, Cambridge, MA.

Sato, E. (2010, May). Cognitive interviews of English language learners and students with disabilities: Similarities, differences and implications of lessons learned. Paper presented at the annual conference of the National Council on Measurement in Education, Denver, CO.

Sato, E. (2006, June). Criteria and guidelines for establishing technical adequacy: Assessments for English language learners. Presentation at the Council of Chief State School Officers National Conference on Large-Scale Assessment, San Francisco, CA.

Sato, E. (2003, March). Differentiated standards-based instruction. Presentation to the administration and staff at Steinbeck Middle School, San Jose, CA.

Sato, E. (2002, September). Online database for school improvement. Presentation made in collaboration with WestEd to administration and staff in the Gilroy Unified School District, Gilroy, CA.

Sato, E. (2001, May). Data driven decisions for school improvement: The evaluation and assessment process. Presentation to the California Technology Assistance Project: Region 5, Santa Cruz, CA.

Sato, E., Cameto, R., Nagel, K., Sheinker, A., Lehr, D., Harayama, N., and Cook, H.G. (2012). Understanding Learning Progressions and Learning Maps to Inform the Development of Assessment for Students in Special Populations. Menlo Park, CA: SRI International.

Sato, E., Chartrand, A., & Lazarus, S. (2012). Cross-study comparisons of findings related to states’ AA-MAS: Implications for practice and policy. San Francisco, CA: Assessment and Accountability Comprehensive Center, WestEd.

Sato, E. & Lagunoff, R. (2010). Language for Achievement — A framework for academic English language. San Francisco, CA: WestEd.

Sato, E., Lagunoff, R., & Worth, P. (2011). SMARTER Balanced Assessment Consortium Common Core State Standards Analysis: Eligible Content for the Summative Assessment. Study commissioned by the SMARTER Balanced Assessment Consortium. San Francisco, CA: WestEd.

Sato, E., Lagunoff, R., & Yeagley, P. (2011, April). Academic language and the Common Core Standards: Implications for state and district implementation and supporting the achievement of English language learners. Paper presented at the annual conference of the American Educational Research Association, New Orleans, LA.

Sato, E. & Lebo, C. (2011). Accommodations workshop: Addressing the needs of special student populations—Considerations for instruction and assessment. Research to Practice Professional Development Institute, South Carolina.

Sato, E., Moughamian, A., Lagunoff, R., Rayyes, N., Rivera, M., & Francis, D. (2013). Access and opportunity to learn for English language learner students and students with disabilities. San Francisco, CA: Assessment and Accountability Comprehensive Center, WestEd.

Sato, E., & Rabinowitz, S. (2010). Evaluation and accountability. In B. McGraw, P. Peterson, & E. Baker (Eds.), The international encyclopedia of education (3rd ed.). Oxfordshire, United Kingdom: Elsevier.

Sato, E., Rabinowitz, S., Gallagher, C. Huang, C.-W. (2010). Accommodations for English language learner students: the effect of linguistic modification of math test item sets. (NCEE 2009-4079). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.

Sato, E., Rabinowitz, S., Gallagher, C., & Huang, C-W. (2011, April). Linguistic modification: Construct validity and considerations of interactions among student, content, and language characteristics. Paper presented at the annual conference of the National Council on Measurement in Education, New Orleans, LA.

Sato, E. & Thompson, K. (2020). Standards-based K-12 English language proficiency assessments in the U.S.A.: Current policies and practice. In M. Wolf (Ed.) Assessing English language proficiency in K-12 U.S. schools. Routledge.