TEASIG: Bridging the Gap: Developing Authentic Intertextual Reading-into- Writing Tasks for Academic Admissions Testing Speaker: Dr. Nathaniel Owen

How far can we trust the results of an AI-marked speaking assessment? There has been a lot of speculation about the future impact of AI on language teaching and learning, but in this webinar I will talk about a live use of AI. I will discuss the creation of an automated speaking test, looking at […]

TEASIG: Testing language learners’ multimodal skills: why, what and how? Language use in today’s world is vastly multimodal, not least because of technological advancements. For example, while watching TV or YouTube, we may simultaneously be listening to speakers, see their body language, look at the video footage and visuals, read phrases highlighting key info, and […]

The rise of computer-adaptive testing presents unique challenges for both teachers and learners, including the uncertainty of the number, sequence, and weighting of questions in the exam. In this webinar, I will share my experience in helping students navigate the technological and emotional demands of computer-adaptive testing, as well as how I integrate artificial intelligence […]

Putting the learner at the heart of assessment
In an era of rapidly evolving educational paradigms, the focus on learner-centred assessment has never been more critical. This event, ‘Putting the learner at the heart of assessment’, aims to explore interesting and practical approaches for designing assessments that prioritise the needs, strengths, and experiences of learners.

One recent shift has been the adoption of principles ensuring that assessments are accessible and equitable for all learners, including those with specific needs. In addition, integrating principles of justice, equity, diversity, and inclusion (JEDI) help create a fair and supportive assessment environment for every student.

In parallel, enhancing test taker experience became an equally important consideration in an increasingly competitive language education and testing market. This involves not only improving the design and delivery of assessments but also actively responding to test takers’ feedback and preferences. By incorporating these insights, educators and assessment organisations can refine their approaches to better support learner success and meet their own growth objectives.

Our event will consist of workshops and presentations highlighting practical strategies for putting the learner at the heart of language assessment, ultimately fostering a more personalised, responsive, inclusive, and effective assessment landscape.

Given their continuous engagement in assessment, language teachers are key stakeholders informing language assessment literacy (LAL) research. In this webinar, the presenter will discuss current trends and challenges in studying teachers’ LAL, signaling possible directions in future research. He will also problematize instructional approaches to foster these stakeholders’ LAL. For these interrelated topics, the presenter […]

The CEFR was originally published in 2001 and, more recently, in 2020, the Companion Volume to the CEFR (CEFR CV) was published with new and updated scales. However, many practitioners are still unfamiliar with how these two documents can be used to align teaching and assessment materials to the CEFR. With this in mind, the […]

We now live in an age of myriad opportunities to harness the power of artificial intelligence (AI), especially large language models (LLMs), in a range of educational contexts. From a testing perspective this has included opportunities to develop secure, quality test content (including text passages and comprehension question for reading and listening tasks) using online […]

We can probably all agree that interactional skills are important to any L2 learner of English but how do you go about identifying interactional competence in L2 speech? And how can you do this on an individual rather than shared basis? In this session we’ll outline some key points in relation to assessing interactional competence, […]