17th EALTA conference – Variations on Common Standards

4-5 June 2021, Online Conference

EALTA SIG Assessment Writing /Academic Purposes (2020)

Title Presenter
MASK Project “Modeling of integrated academic-language competences” Ximena Delgado Osorio and Valeriia Kova
Academic Oral Communication Assessment J. Davies
L2 Italian Proficiency Test Machetti Masillo Peri
Assessment of Writing in Vocational English Courses in Nursing for the Dissemination of Accurate Information on COVID-19 Pandemic Neslihan Onder and Erdem Akbas

EALTA SIG Assessment Writing /Academic Purposes

Title Presenter
Assisted and unassisted rating of source text use (STU) in the context of integrated writing Valeriia Koval
Remote Online Test Security Fiona Orel
Developing student teachers’ writing assessment literacy Olga Ukrayinska

EALTA SIG Classroom-based Language Assessment

EALTA CBLA SIG Programme

Title Presenter
Exploring the use of e-assessment amidst the Covid-19 pandemic in Higher Education Institutions in the UK Eleni Meletiadou
Assessment Literacy Enhancement of teachers of Greek: How can we support them? Thomais Rousoulioti & Dina Tsagari
Development of a Writing Rating Scale for University Classroom in Ukraine Olga Kvasova, Tamara Kavytska, Viktoriya Osidak & Anthony Green
Assessment Alternatives in Developing L2 Listening Ability: Assessment FOR, OF, AS Learning or Integration? Assessment x̄ Approach Gholam-Reza Abbasian & Elham Ghorbanpour
A positive psychology’s perspective on consequential validity of the IELTS Test Hui Ma
An Analytic Rubric for Translation Revision (ARTR) Özgür Şen Bartan
Dynamic Assessment of Academic Reading Based on Annotated Texts Bassey Antia & Karin Vogt
Probing EFL Learners’ Perceptions and Expectations regarding the Quality of Classroom Assessment Sayyed Mohammad Alavi, Kaveh Jalilzadeh & Merve Selcuk
Illuminating on Turkish EFL instructors’ writing assessment literacy beliefs and practices Kaveh Jalilzadeh, Asuman Asık, Hacer Hande Uysal & Pasa Cephe
Interactional Corrective Feedback in beginner level classrooms of Greek as a second language: Teachers’ Practices Sophia Ioannou
Methodological Challenges in Assessing Literacy Skills of Adult Low-Literate Migrants in Germany Julia Edeleva, Gina Do Manh, Zeynep Arslan & Christine Czinglar

EALTA SIG CEFR

EALTA CEFR SIG Programme

Title Presenter
Looking at assessment through the prism of the CEFR Companion Volume – insights from the
VITbox project		 J. Fischer, L.Rouveyrol, B. Sawicka, J.Zabala
Implementing the localized version of the CEFR-based curriculum in the Israeli EFL pluricultural/plurilingual context Tziona Levi & Simone Duval
An offline CEFR filtering tool for curriculum and assessment alignment Thom Kiddle
New CEFR Revisions, is there a place for Inclusive Practices? Maha Hassan
CEFR descriptors as Performance Level Descriptors (PLDs): Opportunities, challenges, and insights Voula Kanistra
A preliminary report on an ongoing collaborative CEFR-informed Action Research Project M. G. Schmidt

Main conference

Conference Program (PDF)

Keynote Speakers

Judit Kormos, keynote speaker at 17th EALTA conference June 4th, 2021
Fairness and accessibility in lang. testing for candidates with specific learning difficulties (YouTube)

Marianne Nikolov, keynote speaker at 17th EALTA conference June 5th, 2021
From fun and ease to language certificates: the tapestry of young learners´ assessment (YouTube)

Keynote symposium

Martyn Farrows, Luke Harding, Denise Whitelock, Claudia Harsch
Discussant: Carsten Roever
Common frameworks and standards in the age of technology-driven language assessment? (YouTube)

Presentations

Title Presenter
When writing raters disagree: Resolving score discrepancies through negotiation Ece Sevgi-Sole and Aylin Unaldi
Investigating the cognitive validity of a multilevel L2 writing assessment: A mixed-methods approach Kathrin Eberharter, Elisa Guggenbichler, Benjamin Kremmel, Franz Holzknecht, Matthias Zehentner and Veronika Schwarz
Why a unified approach to language scales matters: The case for comparative judgement Sarah R. Hughes and Rose Clesham
Assessing mediation skills using computer-based speaking tasks Jing  Xu and Annabelle Pinnington
Using a corpus of speaking test performances to chart lexical and grammatical patterns across CEFR levels: Exploring variation across local contexts Luke Harding, Dana Gablasova, Vaclav Brezina, Jamie Dunlea, Richard Spiby and Carolyn Westbrook
Enhancing pre-service EFL teachers’ assessment literacy skills: An exploratory approach Jenny Liontou and Dina Tsagari
Exploring fully-automated, multi-turn spoken dialogue tasks to provide feedback on pragmatic performance Veronika Timpe-Laughlin and Judit Dombi
Using common standards to explore the match between reading materials and students’ reading ability in EMI programmes Benjamin Kremmel, Franz Holzknecht, Matthias Zehentner and Carol Spöttl
International language proficiency standards in the local context: Interpreting the CEFR in standard setting for exam reform in Luxembourg Tineke Brunfaut and Luke Harding
Variations in setting cut scores: How comparable are cut scores across media, methods, time and instrument length? Charalambos Kollias
Discourse features, content accuracy, and summarization pattern in read-listen-speak task performance Ching-Ni Hsieh
An innovative approach to evaluating claims of alignment to the CEFR for tests of different languages Jamie Dunlea, Richard Spiby, Magaret Malone and Vincent Folney
Aligning machine-generated feedback on speaking performance with teacher feedback: Some initial explorations Lin Gu
Standard setting for writing using the Body of Work method Martina Hulešová and Norman Verhelst
Developing context-appropriate assessment for heritage language learners: An argument-based validity study Young-A Son
Setting vocabulary goals for young learners: principles and challenges Veronica Benigno and Thomas Rogers
Exploring the reading for academic purposes construct validity of an academic English test Gyula Tankó
Aligning test scores to a national language proficiency framework: Implications for score interpretation and use Spiros Papageorgiou, Sha Wu, Ching-Ni Hsieh, Richard J. Tannenbaum and Mengmeng Cheng
Language test localisation: a theoretical model to inform practice Johanna Motteram
not available datat, therefore slides will not be uploaded Maria Håkansson Ramberg
Investigating writing processes across languages – same standardized task, varying processes? Elisa Guggenbichler and Benjamin Kremmel
Syntactic structures characterising young learners’ written English (L2) Eli Moe
Towards higher authenticity in language for specific purpose testing: Assessing target language proficiency in foreign language teacher education Thomas Roderer and Olivia Rütti-Joy
Relating the assessment of writing to the Common European Framework of Reference (CEFR): Alignment of level B1 writing practice in Turkish L2 Yigit Savuran
Variations of common expectations – what does linguistic preparedness mean for EMI contexts? Claudia Harsch and Johannes Hartig
Vocabulary knowledge of international students entering German university: development and relationships to reading, listening, writing, and academic success Jupp Möhring and Katrin Wisniewski
Peer Tutoring: A New Perspective on Interactional Competence Henning Vahlenkamp
Using formative assessment to enhance self-regulated learning in Finnish upper secondary schools Toni Mäkipää
Validation evidence to multiple-text reading items through eye-tracking and verbal protocol methods Aylin Unaldi, Hatice Yurtman Kaçar and Emre Oral

Poster Sessions

Title Presenter
Collaborating in a group: the influence of cooperation and competition factors on task achievement Olga Lankina and Yuliia Petc
Quality assurance of foreign-language examination systems in Hungary Krisztina Babos, Szilvia Dömők, Szilvia Gróf, Júlia Kissné Adorján, Magdolna Lehmann, Zoltán Lukácsi, Zsuzsanna Soproni and Rita Okolitsny Szabó
Developing a set of scales for the assessment of MA theses Gergely A. Dávid and Katalin Brózik-Piniel
Computer-assisted language testing: A local case study Zsuzsanna Soproni