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International Language Assessment Conference in Egypt (ILACE) 2017
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 Export to Your Calendar 9/11/2017 to 9/13/2017
When: September 11-13, 2017
Where: United States

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International Language Assessment Conference in Egypt (ILACE) 2017

September 11-12, 2017
The American University in Cairo, Egypt

Assessment in the 21st Century:
From Research to Classroom Realities


The American University in Cairo and the British Council are pleased to announce the third International Language Assessment Conference in Egypt (ILACE 2017), taking place on September 11 – 12, 2017.

The theme of the ILACE conference this year focuses on the challenges, opportunities, and new frontiers to be explored in the 21st century, whether in language assessment research or in the language classroom.

More people are being assessed in language skills than ever before, for wide-ranging purposes including achievement of learning outcomes, immigration, study opportunities, or communication in the workplace, whether with L1 speakers of the target language or with other non-L1 speakers. The number of commercially available language tests designed for each of these uses seems to be constantly expanding to keep pace with the ever expanding numbers of language learners.

At the same time, test developers and educators are increasingly aware of the potential for assessment to support, rather than just measure, learning. Collaborative efforts to develop descriptors of levels of language proficiency, such as the CEFR, and technological advances would seem to enhance our ability to accurately assess and describe the abilities of language learners.

With a seemingly dizzying array of options, there comes a number of questions. How do testing organizations define the construct(s) of language proficiency? What information do test users need to select the assessment that provides the best fit for purpose? In what ways can assessment be facilitated with technology? What kinds of knowledge, skills, and dispositions do educators and other stakeholders need to be considered assessment literate? How can we ensure that results from assessments benefit test-takers? How can language assessment research best inform large-scale and classroom assessment practices? How can classroom assessments better reflect and guide students’ learning? What changes/developments are needed in pre-service teacher preparation programs and in on-going professional development initiatives? And which stakeholders influence the assessment agenda on what is tested and how?

The conference organizers invite proposal submissions from all educators who are interested in language assessment. Submissions related to assessing other subjects in English are also welcome, as are proposals for sessions to be delivered in Arabic. While presentations addressing assessment theory are welcome, the conference organizers encourage all applicants to provide practical recommendations relevant to classroom teachers as much as possible.

The conference organizers are particularly interested in proposals related to:
Learning-oriented assessment
Collaborative assessment
Innovative assessment techniques and best practices
A case for ‘21st century skills’ in assessment
The role of non-educators in assessment
Opportunities and challenges for assessment policies and systems

The deadline for receipt of proposals is May 15, 2017.

Below are descriptions of the different presentation types.

Presentation (45 minutes)

A presentation is a 30-35 minute talk covering the presenter’s research or demonstrating a new idea, followed by 10 minutes for questions and discussion with the audience.

Workshop (45 or 90 minutes)

A workshop is an interactive session in which the facilitator guides the audience through the steps of implementing a new idea or technique. A workshop may include some formal presentation in which the facilitator explains the background and basics of the idea or technique. However, most of the session is dedicated to giving the audience hands-on practice with the new idea or technique, followed by time for discussion and questions.

Poster Session (1 hour)

A poster session is an informal presentation in which the presenter uses a paper poster to illustrate new ideas or research. The poster is mounted on a board that includes a title, the name and institutional affiliation of the presenter(s), and brief pieces of text with clearly labeled photos, drawings, graphs, or charts. The poster is accompanied by a 10 minute oral explanation and followed by a brief period for questions. Several poster presentations happen simultaneously in the same room, with small audiences gathering around each poster to hear one presentation at a time. No AV equipment or electrical access is available. Detailed guidelines will be sent to accepted poster session presenters.

Work in Progress (1 hour)

The work in progress (WIP) session provides an opportunity for researchers who are at an early stage of their research projects to discuss future directions related to these projects with language assessment experts attending the conference. You do not have to report any research results to be able to submit a proposal to a work in progress session. All you need is a research idea and a list of research questions. The topic has of course to be assessment-related. All presenters will be in one room and conference participants will go around to ask questions to each presenter and also to give suggestions for needed action. Detailed guidelines will be sent to accepted WIP presenters.

Presenters whose proposals have been accepted will be notified by June 30.

--
Elizabeth Arrigoni
Senior Instructor
Department of English Language Instruction
The American University in CairoInternational Language Assessment Conference in Egypt (ILACE) 2017

September 11-12, 2017
The American University in Cairo, Egypt

Assessment in the 21st Century:
From Research to Classroom Realities

The American University in Cairo and the British Council are pleased to announce the third International Language Assessment Conference in Egypt (ILACE 2017), taking place on September 11 – 12, 2017.

The theme of the ILACE conference this year focuses on the challenges, opportunities, and new frontiers to be explored in the 21st century, whether in language assessment research or in the language classroom.

More people are being assessed in language skills than ever before, for wide-ranging purposes including achievement of learning outcomes, immigration, study opportunities, or communication in the workplace, whether with L1 speakers of the target language or with other non-L1 speakers. The number of commercially available language tests designed for each of these uses seems to be constantly expanding to keep pace with the ever expanding numbers of language learners.

At the same time, test developers and educators are increasingly aware of the potential for assessment to support, rather than just measure, learning. Collaborative efforts to develop descriptors of levels of language proficiency, such as the CEFR, and technological advances would seem to enhance our ability to accurately assess and describe the abilities of language learners.

With a seemingly dizzying array of options, there comes a number of questions. How do testing organizations define the construct(s) of language proficiency? What information do test users need to select the assessment that provides the best fit for purpose? In what ways can assessment be facilitated with technology? What kinds of knowledge, skills, and dispositions do educators and other stakeholders need to be considered assessment literate? How can we ensure that results from assessments benefit test-takers? How can language assessment research best inform large-scale and classroom assessment practices? How can classroom assessments better reflect and guide students’ learning? What changes/developments are needed in pre-service teacher preparation programs and in on-going professional development initiatives? And which stakeholders influence the assessment agenda on what is tested and how?

The conference organizers invite proposal submissions from all educators who are interested in language assessment. Submissions related to assessing other subjects in English are also welcome, as are proposals for sessions to be delivered in Arabic. While presentations addressing assessment theory are welcome, the conference organizers encourage all applicants to provide practical recommendations relevant to classroom teachers as much as possible.

The conference organizers are particularly interested in proposals related to:
Learning-oriented assessment
Collaborative assessment
Innovative assessment techniques and best practices
A case for ‘21st century skills’ in assessment
The role of non-educators in assessment
Opportunities and challenges for assessment policies and systems

The deadline for receipt of proposals is May 15, 2017.


Below are descriptions of the different presentation types.

Presentation (45 minutes)
A presentation is a 30-35 minute talk covering the presenter’s research or demonstrating a new idea, followed by 10 minutes for questions and discussion with the audience.

Workshop (45 or 90 minutes)
A workshop is an interactive session in which the facilitator guides the audience through the steps of implementing a new idea or technique. A workshop may include some formal presentation in which the facilitator explains the background and basics of the idea or technique. However, most of the session is dedicated to giving the audience hands-on practice with the new idea or technique, followed by time for discussion and questions.

Poster Session (1 hour)
A poster session is an informal presentation in which the presenter uses a paper poster to illustrate new ideas or research. The poster is mounted on a board that includes a title, the name and institutional affiliation of the presenter(s), and brief pieces of text with clearly labeled photos, drawings, graphs, or charts. The poster is accompanied by a 10 minute oral explanation and followed by a brief period for questions. Several poster presentations happen simultaneously in the same room, with small audiences gathering around each poster to hear one presentation at a time. No AV equipment or electrical access is available. Detailed guidelines will be sent to accepted poster session presenters.

Work in Progress (1 hour)
The work in progress (WIP) session provides an opportunity for researchers who are at an early stage of their research projects to discuss future directions related to these projects with language assessment experts attending the conference. You do not have to report any research results to be able to submit a proposal to a work in progress session. All you need is a research idea and a list of research questions. The topic has of course to be assessment-related. All presenters will be in one room and conference participants will go around to ask questions to each presenter and also to give suggestions for needed action. Detailed guidelines will be sent to accepted WIP presenters.

Presenters whose proposals have been accepted will be notified by June 30.

--
Elizabeth Arrigoni
Senior Instructor
Department of English Language Instruction
The American University in Cairo

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