BAAL TEASIG Conference
"Assessment for learning and assessment of learning: incommensurate paradigms or complementary perspectives?"
A one-day conference held at Reading University (Whiteknights Campus) on Friday, 11 March 2016.
Nick Saville (Cambridge English Language Assessment)
Learning Oriented Assessment – A systemic approach
Prithvi Shrestha (Open University)
Qian Zhang, Cain Barriskill & Bob Fisher (University of Northampton)
Does assessment facilitate learning? Students’ perceptions of assessment on a pre-sessional course
Daniel Lam (University of Edinburgh)
Andrea Révész (University College London)
Liz Hamp-Lyons & Tony Green (University of Bedfordshire)
Kevin Haines (University of Groningen)
Takeshi Kamijo (Ritsumeikan University)
Strategy portfolios as a means to promote L2 learner reflection and self-assessment and to improve teacher assessment of strategy use'
Elaine Boyd (Trinity College London)
Veronica Benigno (Pearson English, UK) & John de Jong (Pearson Global Assessment Standards/Vrije Universiteit)
A vocabulary framework to align learning, teaching, and assessment
Neil Cowie (Okayama University)
Xi Lian (University of Oxford)
The English language learning outcomes at primary school level of young EFL learners in mainland China
David O'Reilly (University of York)
Lucy Passmore (King's College London)
Full programme available here.
14:15 Online sign-in opens
14:30 Webinar welcome and introductions
- Dr Veronika Timpe-Laughlin: Overview of the methodological developments is assessing L2 pragmatics
#3 minutes students and researchers give presentations and discuss research questions
# Shishi Zhang (University College London): Assessment of L2 pragmatic competence using video-conferencing
# Małgorzata Turska: Relating pragmatic features of professional spoken English to level descriptors of the CEFR
# Ananda Muhammad (Iowa State University): The construct of pragmatic competence in a university setting as
evidenced by a domain analysis
Wider audience discussion of issues relating to pragmatics and language assessment