LTRC 2022 - 43rd Language Testing Research Colloquium - Linking assessment to language learning and teaching
Date : du 07-03-2022 au 11-03-2022
Appel à communications ouvert jusqu'au : 15-09-2021
Lieu : à distance
Modalité : intégralement à distance
Organisation : International Language Testing Association (ILTA)
The last two decades have witnessed a renewed interest in the role of assessment in learning and teaching from various standpoints and via various lines of inquiry, such as alternative approaches to language assessment, learning-oriented language assessment, assessment for learning, dynamic assessment, summative use of formative assessment, as well as diagnostic assessment and cognitively diagnostic assessment (CDA). What makes these new approaches unique is the deliberate attempt on the part of researchers to apply research findings to their own practices in assessing learners’ language in the classroom—an interest which is particularly strong in Asia. LTRC 2022 sets out to explore the intersection between assessment and teaching/learning, and seeks the participation of researchers and practitioners not only from the world of language assessment, but from that of language education and learning as well. We hope this interdisciplinary theme will pave the way to cooperation between researchers from these disparate, but intimately related fields.
Call for papers
In the field of language assessment, the last two decades have witnessed a renewed interest in the role of assessment in learning and teaching. Despite common features in orientation, the new approach has been referred to by different nomenclatures, such as alternative approaches to language assessment, learning-oriented language assessment, assessment for learning, dynamic assessment, summative use of formative assessment, and other similar notions. Another line of literature that sheds new light on the assessment of learner language is diagnostic assessment and cognitive diagnostic assessment (CDA), which focus specifically on the identification of learner strengths and weaknesses to inform instruction and learning.
With this background, a growing number of researchers are committed to the advancement of these lines of inquiry. What makes these new approaches unique is the deliberate attempt on the part of researchers to apply research findings to their own practices in assessing learners’ language in the classroom. Meanwhile, some researchers observe that the link between assessment and learning is particularly strong in Asian countries, and even go so far as to claim its uniqueness over other regions by labelling those test-driven milieux as the Confucius Heritage Culture.
Given the wide range of differing approaches to the common goal of implementing research findings into instruction, this conference theme sets out to establish and explore the unity of assessment and teaching/learning by assuming that the close relationship between them is a universal and ubiquitous phenomenon, one which merits concerted efforts on the part of researchers and practitioners from various disciplines related to language and education in general, and to L2 learning and education in particular.
The related disciplines will include:
- Second language acquisition (SLA)
- Educational assessment and evaluation
- Language policy
- Cognitive psychology
- Educational innovation
—amongst others. As the theme is interdisciplinary in nature, it will pave the way to potential cooperation among researchers from different fields in the form of a number of diversified symposia, not to mention a wider range of paper and poster presentations. The theme will also cast new light on conventional assessment methods, such as discrete-point grammar tests, de-contextualised vocabulary tests, read-aloud, translation, and so forth, as these approaches have been developed and implemented in an attempt to align testing practices with what is taught in the classroom.
LTRC Tokyo 2022 will be a fantastic opportunity to help participants raise awareness of the central role of language assessment in language learning. We welcome proposals addressing the conference theme from various perspectives as well as those on other topics and issues of interest in language assessment.
Call for proposals deadline: September 15, 2021
Proposal acceptances announced: November 15, 2021
Conference registration opens: mid-December 2021
Online conference platform launches: late February 2022
URL : https://www.iltaonline.com/.../LTRC2022
mot(s) clé(s) : examen et test, langues vivantes