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A TESOL Symposium on English Language Assessment

Kyiv National Taras Shevchenko University
Kyiv, Ukraine
Friday, October 26, 2007

Featured Speakers:

• Jeffrey T. Connor-Linton
• Constant Leung
• Jo Lewkowicz

Overview
Registration Information
Program Information (PDF)
Location
Lodging
Speakers

The TESOL Symposium on English Language Assessment is sponsored by

2007 TESOL Symposia Global Sponsor

TESOL acknowledges and appreciates the assistance of TESOL Ukraine and
the U.S. Department of State, Office of English Language Programs.

OVERVIEW

Assessment in ELT is a very topical issue throughout the wider European community. The goal of the symposium is to discuss English language testing developments in the region and worldwide. More specifically, it will focus on effective ways to develop English language tests and assessment procedures in accordance with national and international standards and practices.

The symposium will provide an opportunity for ELT professionals to discuss various approaches to language testing and explore language exam and test development, considering the Common European Framework of Reference for Languages. The speakers will share their work and research on ELT assessment in morning and afternoon sessions to help participants develop insights and skills. TESOL will publish and mail the speakers’ papers and final proceedings to participants after the symposium.

SYMPOSIUM SCHEDULE

October 26, 2007

8:30 am–9:30 am	Check in/Tea and Coffee
9:30 am–9:45 am	Welcome and Opening Remarks Sandy Briggs, President, Teachers of English to Speakers of Other Languages, Inc. Svetlana Radzievskaya, President, TESOL Ukraine
9:45 am–12:00 pm	Featured Speakers: Introductory Presentations (General Session) The Importance of Being Transparent Jeffrey T. Connor-Linton Formative Assessment: Time of Learning? Constant Leung Should Authenticity Continue to Trouble Test Developers? Jo Lewkowicz
12:00 pm–1:30 pm	Lunch
1:30 pm–3:15 pm	Featured Speakers: Concurrent Discussions
3:30 pm–4:30 pm	Closing Session/Questions & Comments     Olga L. Bessonova

REGISTRATION INFORMATION

Registration fees (includes program fees, materials, lunch and refreshment breaks)

	Pre-registration Fee (Register by October 17, 2007)	On-site Registration Fee (Pay on site—space available basis)
Registration Fee	$10 US	$20 US

LOCATION

Kyiv National Taras Shevchenko University
Boulevard Tarasa Shevchenka 14
01601 Kyiv, Ukraine
http://www.philology.kiev.ua/

Directions

• From the railway station, go by metro from Vokzalna Station to Universytetska Station
• From the Central Bus Station, go by trolley-bus #1, #4 or by bus/fixed-run taxi #15, #38 to Lybidska metro station, then go by metro to Universytetska station
• From the airport, by taxi or by fixed-run taxi

Upon arrival at Kyiv National Taras Shevchenko University, go to the registration area in the Assembly Hall, at the Institute of Philology

LODGING

Listed below are several hotels near Kyiv National Taras Shevchenko University.   Participants should contact the hotels directly for rates, availability, and reservations.

Premier Palace Hotel
Web site: http://www.premier-palace.com
Tel: 380 (44) 537-45 01
E-mail: reservation@premier-palace.com

Senator Apartments
Web site: http://www.senator-apartments.com.ua
Tel: 380 (44) 200-77 55
E-mail: info@senator-apartments.com.ua

St.Peterburg Hotel
Web site: http://www.s-peter.com.ua/
Tel: 38 (44) 279-74-72
E-mail : s-peter@i.kiev.ua

SPEAKERS

The Importance of Being Transparent

An important dimension in the development of language testing is the improvement of transparency—increasing explicitness about what is being tested, how it is being tested, and how test results are used. This paper discusses examples of how transparency benefits language testing in international, societal, institutional, and pedagogical contexts. At the international level, shared definitions of language use and desired learning outcomes can facilitate comparability and cooperation among educational institutions in different countries. At the societal level, more explicit language learning standards and testing methods can improve the fairness and face validity of tests and their use in providing access to social resources. At the institutional level, explicit descriptions of desired learning outcomes can enhance articulation of levels of instruction and encourage positive washback from assessment to instruction. At the pedagogical level, sharing evaluation rubrics with language learners links summative and formative assessment, helping them assess their own language learning and use outside the classroom.

Jeff Connor-Linton is an associate professor of linguistics at Georgetown University, Washington, D.C., United States, where he has been department chair, head of applied linguistics, and director of the MA-TESL program. He uses multidimensional analysis of discourse to investigate processes of cross-cultural (mis)communication, language assessment, and second language acquisition and writing. In addition to publishing his research, Jeff has consulted on curriculum and assessment for public school foreign language programs and for IEPs worldwide. He is currently co-director of a study of the effects of studying abroad on learners’ oral proficiency and intercultural development. He is also developing an online database of second language learner performance data. A member of the American Association for Applied Linguistics (AAAL) since 1991, Jeff was recently elected second vice-president. He will be program chair for the 2009 AAAL Annual Conference in Denver before becoming president.

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Formative Assessment: Time of Learning?

In the past ten years or so, interest has intensified in formative assessment that foregrounds learning, often referred to as assessment for learning (AfL) in the current educational assessment literature. It has gained considerable recognition by teachers and researchers working in different curriculum subjects because this form of assessment claims to promote student learning. Formative assessment has also begun to achieve a high degree of influence in the educational policies of Canada, Hong Kong, Scotland, and Wales. This paper examines the key principles of formative assessment with particular reference to second/foreign language education. Classroom data is used to illustrate this form of assessment in action. Conceptual issues such as formative direction and professional issues such as teacher preparation are also addressed.

Constant Leung is a professor of educational linguistics and deputy head of department in the Department of Education and Professional Studies, King’s College London, United Kingdom. Before taking up teaching positions in higher education he taught in schools and worked as advisory teacher and manager in local government. He is director of two programmes at King’s College London: MA English Language Teaching and Applied Linguistics, and Academic Language Development. He was the founding chair of the National Association for Language Development in the Curriculum, United Kingdom. Currently he serves as chair of TESOL’s Standing Committee on Research; he also serves on the editorial boards of four international research journals. His research interests include education in ethnically and linguistically diverse societies, second/additional language curriculum development, language assessment, language policy, and teacher professional development. He has written and published widely on issues related to ethnic minority education, additional/second language curriculum, and language assessment nationally and internationally.

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Should Authenticity Continue to Trouble Test Developers?

The issue of authenticity in language testing has been extensively discussed and our understanding of this notion has developed considerably. Yet, to what extent has the debate facilitated test development? This paper reviews the notion of test authenticity and looks at some of the outstanding issues in relation to developing both high stakes tests as well as lower stakes, teacher-developed classroom assessments.

Jo Lewkowicz is a professor of applied linguistics at the University of Warsaw, Poland. Prior to her current appointment in Poland, she taught at tertiary level in Armenia, Hong Kong, China, Kenya, and Egypt. Her main areas of teaching, research interest, and publications are various aspects of language testing and assessment as well as academic literacies.

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Closing Session

Olga L. Bessonova graduated from Moscow State Linguistic University, Russia, and has served as the vice-rector for international relations at Mariupol Institute of Humanities. She is currently head of the English Philology Department and Doctor of Philology, Professor at Donetsk National University, in Donetsk, Ukraine.

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If you have additional questions about this program, please contact edprograms@tesol.org.