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ILTA-AAAL Joint Symposium Report

Monday, May 14, 2018   (0 Comments)
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International Language Testing Association (ILTA) and

American Association of Applied Linguistics (AAAL)

Joint symposium organized by

Professor Micheline Chalhoub-Deville

March 25, 2018, 8:00 a.m.-11:15 a.m.,

Chicago, IL, USA

The Next Generation of Policy-Driven Language Testing Systems:

Accountability, Consequences, and Learning

Presentations are available through the website

The symposium provided critical descriptions of accountability language testing realities in different regions in the world, including the US, Canada, China, Austria, and Belgium at the K-16 levels.  The presentations tackled the challenges and opportunities that accountability-driven testing system present.  Discussions addressed the future of reform-driven testing efforts and emphasized the importance of frameworks that make explicit the interconnections among policy, testing, validation, and learning.  The symposium was well attended and received.  Attendees indicated that the presentations were thought-provoking and critical in terms of advancing scholarly work in the area.  Plans are underway to publish the presentations as part of a journal special issue and/or an edited volume.  If you would like your work to be considered for inclusion in these publications, please contact Micheline Chalhoub-Deville at


Panelists and Presentation Titles:

1.   Yan Jin, Shanghai Jiao Tong University, China. “Re-visioning a language testing system in China: key drivers of change”

2.   Piet Van Avermaet, Mieke Van Houte, and Joke Ysebaert, Ghent University, Belgium. “Language assessment policies and practices in contexts of diversity: Disclosing the tensions”

3.   Carol Spoettl, University of Innsbruck, Austria and Mr. Benjamin Kremmel, University of Innsbruck, Austria. “Reforming a national school-leaving exam: Challenges and consequences of Austria implementing a European reference instrument”

4.   Saskia Van Viegen Stille, Simon Fraser University, Canada. “Implementing K-12 language assessment frameworks system-wide in two Canadian provinces: Implications for conceptualizing validity and reform-based testing”

5.   Mikyung Kim Wolf, Educational Testing Service, USA.  “Interconnections between Constructs and Consequences: A Key Validity Issue in K-12 English Language Proficiency Assessments”

6.   Testing and Evaluation in Educational Accountability Models (TEEAM): Micheline Chalhoub-Deville, Meltem Yumsek, Julianne Zemaitis, Alexandra Lay, Elizabeth Patton, Ramsey Cardwell, Jeremy Acree, & Karen Hoeve,, University of North Carolina at Greensboro, USA, “Educational Measurement: Constructs, accountability, and validation plans”

7.   Tim McNamara, The University of Melbourne, Australia.  Discussant

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