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LTRC 2018 Call for Proposals
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Theme: Language assessment in times of movement, transition and change

Dynamism and mobility are characteristics of many phenomena associated with modern life. Language testing and assessment practices are subject to contradictory pressures to adapt to rapidly changing circumstances and to maintain stability over time. From ‘macro’ concerns such as policy reform and migration flow, to ‘micro’ developments such as a rise in test fees, a change in cut-score or the introduction of a new form of classroom assessment, the tension between change and continuity is ever present.

As always we welcome proposals on the full range of research topics within the field, but for this LTRC we particularly encourage participants to share knowledge and experience of the pressures on language assessment practice as they manifest themselves in specific local circumstances, as well as in more global trends and developments. Proposals are invited that address work on language assessment in the following broad thematic divisions:

Movement – As a result of migration, displacement in conflict situations, and international travel, people are moving to new jurisdictions and education systems in extraordinary numbers. This creates a demand for language tests as gatekeeping devices and a need for new approaches to assessment to evaluate the educational achievement of more diverse populations of learners. Proposals addressing movement may consider particular tests or the broader policy issues which arise in national contexts.

Transition – Language assessments tend to cluster at entrance and exit points in education systems and societies. Students progress from one level of education to the next; people make the transition into the workforce or into a particular profession. Exit points often imply readiness for a further transition. Proposals addressing transition may consider the design of assessment at transition points or they may focus on the contexts of transition: target domains, notions of ‘readiness’ for entrance or exit, and institutional or community needs.

Change – Language assessment is integrally involved in changes in language learning and development. In this process there are multiple agents, such as teachers, learners, schools and parents, with vital interests in monitoring or perhaps resisting change. Proposals addressing change may consider the effects of innovations in educational technology, curriculum design and assessment frameworks, either in individual classrooms or at a broader institutional level.

Presentation Categories

LTRC 2018 invites proposals for the presentation types listed below.

Research Papers
Research papers should present completed empirical research and are best suited to theoretically oriented work. Paper presentations are 20 minutes, followed by 10 minutes for questions and comments from the audience. Proposals for empirical studies should provide a motivation for the study, an appropriately detailed description of the method, the results, conclusions, and implications. Proposals for conceptual research should discuss an approach or a critical issue, or compare and contrast alternative approaches or issues, and provide significant new insights. Paper proposals must not exceed 500 words. Proposals not accepted as research papers may be considered as posters or works-in-progress.

Symposia involve the presentation of several research papers in one single 120-minute session. They focus on a single, coherent theme and are best suited for the presentation and discussion of empirical research, theory, and practice. Ideally, symposia will offer complementary or differing perspectives on an important topic or issue, stimulating wider discussion of the topic by the presenters and audience. Symposia may include up to four individual presenters, a moderator and/or an independent discussant, and should include time for discussion of the symposium’s themes. In no more than 500 words, the symposium proposal should include a summary of the topic and overarching goal. In addition, the titles and abstracts of individual papers should be included, each not exceeding 250 words. The proposal should give evidence in careful planning in the allocation of the time available.

Demos are a demonstration of how technology has been innovatively applied to assessments. This may involve new means of designing and developing assessments; delivering assessments; text analysis and scoring of assessments; understanding assessment behaviours (e.g., eye-tracking studies); or other uses of technology in assessment. Presenters should be prepared to showcase their work through screen shots and/or actual demos. Demos are 20 minutes, followed by 10 minutes for questions and comments from the audience. In no more than 500 words, the proposal should fully describe the substantive goals of the presentation, outline how the demo will proceed, and discuss any implications.

Posters provide an opportunity for the presentation of test development projects, new tests, and technological innovations not suitable for consideration as a demo. Posters will be displayed during a timetabled session in the programme and presenters should be available to discuss their work and answer questions at that time. Poster proposals may not exceed 500 words.

Works-in-Progress (WIPs)
Research that is still in progress should be submitted as a work-in-progress presentation. This session, which has its own slot in the programme, provides an opportunity for the presentation of research in progress or research that is being planned. Presenters discuss their project with small groups of other participants and receive comments and suggestions on how best to proceed. The proposal must not exceed 500 words.

To submit a proposal, please go to:

Email enquiries:

Proposal Deadline: Friday 10 November 2018 at 23.59 New Zealand Summer Time

Note for student presenters:
We welcome proposals from graduate students. If your paper is accepted for a paper session or a symposium, you will be eligible for the Robert Lado Memorial Award for Best Graduate Student Paper, which is awarded at the end of the conference, provided that you either author the paper yourself or co-author it with one or more other students.

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