Foundations in language testing and assessment (25 May 07)
Date: 25 May, 2007
Location: University of Leicester
Event type: Workshop
This is a one-day workshop organised by the School of Education, University of Leicester and the Subject Centre which introduces the main concepts in language testing and assessment.
The workshop will focus on a range of assessment issues including validity, reliability, the role of self and peer assessment, the assessment of speaking and practical ways of using external standards and frameworks.
Tutors
Dr Glenn Fulcher
www.le.ac.uk/education/currentstaff/glennfulcher/index.html
Dr Julie Norton
www.le.ac.uk/education/currentstaff/julienorton/index.html
Mr Wasyl Cajkler
http://www.le.ac.uk/education/currentstaff/wasylcajkler/index.html
Workshop fee
Please note there is no charge for this event but we reserve the right to charge a £20.00 non-attendance fee.
Travel bursary
A travel bursary is available for this event. Closing date for applications is: 11 May 2007.
| Time | Session |
|---|---|
| 09.00 - 09.30 | Registration and coffee |
| 09.30 - 11.00 | Concepts |
| 11.00 - 11.15 | Coffee |
| 11.15 - 12.35 | Assessments |
| 12.35 - 13.45 | Lunch |
| 13.45 - 15.15 | Discourses |
| 15.15 - 15.30 | Coffee |
| 15.30 - 17.00 | Frameworks |
Themes
Concepts
An introduction to the main concepts in language testing and assessment in which participants will discuss validity, reliability, and the purposes for which we assess. Participants will develop an understanding of how key concepts might impact on their assessment work, particularly with reference to the definition of what is to be assessed, and how it is described.
Assessments
Effective formative assessment helps students to develop sociolinguistic, discourse and strategic competences, and acquire cultural knowledge that enhances communication. This session explores the relationship between teaching and learning, including the role of self- and peer-assessment within the learning environment.
Discourses
Speaking is often the most valued skill that a second language learner can develop, and evaluating this ability is frequently considered to be difficult because of the fleeting nature of spoken communication. This session considers communicative approaches to assessing speaking, focusing on task types, the learner discourse that they elicit, and cultural issues in topic selection.
Frameworks
Language professionals are increasingly being asked to align teaching and assessment practices with external standards or frameworks. Examples of these are the Common European Framework of Reference, and the Canadian Language Benchmarks. In this session we will look at the promises and pitfalls of alignment to frameworks, and practical ways of using statements in frameworks as ways of generating tasks for assessment purposes.
