ILACE seeks to provide opportunities for professional development, networking, and scholarly discussion and debate within the area of language assessment. It also aims to promote active involvement and participation by offering opportunities for the exchange of ideas and expertise within this area in Egypt, the Middle East, and worldwide.
Following on the success of ILACE’s inaugural 2015 conference, the NileTESOL Testing, Evaluation, and Assessment Special Interest Group (TEA SIG) is pleased to announce its second, international conference in Egypt, sponsored by the American University in Cairo and the British Council.
This theme of the ILACE conference this year focuses on how to learn from assessment. Educators have long been accustomed to the use of assessments in measuring what students have learned or achieved. However, as Boud (2006) states, “Assessment has been seen almost exclusively as an act of measurement that occurs after learning has been completed, not as a fundamental part of teaching and learning itself” (p. xviii). In recent decades, the use of assessments for formative purposes has become increasingly prevalent at all levels of education in order to support or even improve student learning; also increasingly common is the use of assessments to inform teaching. But are there other ways in which we can learn from assessment? Are there other skills or knowledge that students might acquire besides those a test or task is meant to assess? Are students and teachers the only stakeholders who might learn from assessment or might there be ways for program administrators or institutions to also capitalize on results from student assessment? Are the methods we currently use maximizing the learning potential of assessment? This year’s ILACE conference hopes to explore these questions.
The conferences organizers are particularly interested in proposals related to learning-oriented assessment; self- and peer-assessment; test and assessment task design and use; assessment literacy; the interplay among assessment of learning, assessment for learning and assessment as learning; classroom-based assessment; and collaborative assessment.
The conference organizers invite proposal submissions from all educators who are interested in language assessment. Submissions related to assessing other subjects in English are also welcome, as are proposals for sessions to be delivered in other languages.
The conference will also feature sessions from two distinguished keynote speakers, as well as workshops and presentations with pedagogical implications. The event is open to all language professionals who have an interest in language testing and assessment.
For more information and to submit a proposal, please visit the conference website at http://conf.aucegypt.edu/ILACE 2016.