TESTING—EVALUATION—ASSESSMENTTEASIG DAY PROGRAMME

Friday 15 April 2016 - Hall 10A10:00 – 6:30

10:25– 10:55 Talk Tom Alder& Daragh Berman

��������������ǣ���ϐ��������������������biases in assessing written work

11:00 – 11:30 Talk Clare Fielder Marking writing: Feedback strategiesto challenge the red pen’s reign

11:30 - 12:30 Coffee break

12:30 - 1:00 Talk Gad Lim What makes for a good test?An introduction for teachers

1:00 - 2:10 Lunch break

2:10 – 2:40 Talk Mehvar TurkkanTEASIG scholarship winner

Doing students a favour –leaking speaking exam questions

2:45 – 3:15 Talk Irina PavlovskayaTEASIG scholarship winner

Teaching and testing English intonationto Chinese speakers

3:30 – 4:15 Work-shop

Corne Ferreira To test or not to test,is that a question?

4:15 – 4:50 Coffee break

4:50 – 5:20 Talk Eric HoTrinity scholarship winner

Using peer assessment to help studentsbetter prepare for internships

5:35 – 6:30 TEASIG Open Forum:

Helping teachers to aspire to excellence in language testing

/ŶƚĞƌŶĂƟŽŶĂů��ƐƐŽĐŝĂƟŽŶ�of Teachers of English asa Foreign Language

dŚĞ�dĞƐƟŶŐ͕��ǀ ĂůƵĂƟŽŶ�ĂŶĚ�

Assessment Special Interest

Group

The TEASIG Open Forum is an opportunity to meet the TEASIG committeeand discuss TEASIG activities, events and future plans. Anyone can attend,ϐ����������������������������������������������������Ǥ�

Bargain chinos:ŝŶŇƵĞŶĐĞ�ŽĨ�ĐŽŐŶŝƟǀ Ğ�ďŝĂƐĞƐ�ŝŶ�ĂƐƐĞƐƐŝŶŐ�ǁ ƌŝƩ ĞŶ�ǁ ŽƌŬdŚŝƐ�ƚĂůŬ�ĨŽĐƵƐĞƐ�ŽŶ�ƚŚĞ�ƉŽƚĞŶƟĂů�Ğī ĞĐƚ�ŽĨ�͚ĂŶĐŚŽƌŝŶŐ�ďŝĂƐ͛ �ǁ ŚĞŶ�ŵĂƌŬŝŶŐ�ǁ ƌŝƩ ĞŶ�ǁ ŽƌŬ͘�WƌŝŵĂƌLJ�ƌĞƐĞĂƌĐŚ�ǁ ŝůů�ďĞ�presented to demonstrate the effect (or otherwise) of this bias ŽŶ�ƚŚĞ�ũƵĚŐĞŵĞŶƚ�ŽĨ�ƌĂƚĞƌƐ�Ăƚ�ŽƵƌ�Žǁ Ŷ�ĂŶĚ�ŽƚŚĞƌ�ŝŶƐƟƚƵƟŽŶƐ͘ �dŚŝƐ�ƚĂůŬ�ŚŝŐŚůŝŐŚƚƐ�ƚŚĞ�ŝŵƉĂĐƚ�ŽĨ�ĐŽŐŶŝƟǀ Ğ�ďŝĂƐ�ŽŶ�ƌĂƚĞƌ�ŽďũĞĐƟǀ ŝƚLJ�ĂŶĚ�ƚŚĞ�ŶĞĞĚ�ƚŽ�ĐŽŶƐŝĚĞƌ�ƐĂĨĞŐƵĂƌĚƐ�ĂŐĂŝŶƐƚ�ƚŚĞŝƌ�influence.

D ĂƌŬŝŶŐ�ǁ ƌŝƟŶŐ͗�Feedback strategies to challenge the red pen’s reigndŚŝƐ�ƚĂůŬ�ƉƌŽǀ ŝĚĞƐ�ƚĞĂĐŚĞƌƐ�ǁ ŝƚŚ�ƟŵĞ-Ğĸ ĐŝĞŶƚ�ĂůƚĞƌŶĂƟǀ ĞƐ�ƚŽ�ƚƌĂĚŝƟŽŶĂů�͚ƌĞĚ-ƉĞŶ�ĐŽƌƌĞĐƟŽŶ͛ ͕ �ďLJ�ĚĞŵŽŶƐƚƌĂƟŶŐ�ĂŶĚ�Ğǀ ĂůƵͲĂƟŶŐ�ƐĞǀ ĞƌĂů�Ğī ĞĐƟǀ Ğ�ĨĞĞĚďĂĐŬ�ƐƚƌĂƚĞŐŝĞƐ�ƚŚĂƚ�ĂƌĞ�ĂƉƉůŝĐĂďůĞ�ƚŽ�Őŝǀ ŝŶŐ�ĨĞĞĚďĂĐŬ�ŽŶ�ǁ ƌŝƟŶŐ�ŝŶ�Ěŝǀ ĞƌƐĞ�ĐŽŶƚĞdžƚƐ͕ �ĂŶĚ�ƉƌĞͲƐĞŶƟŶŐ�ƐƵŵŵĂƌŝĞƐ�ŽĨ�ƉƵďůŝƐŚĞĚ�ƌĞƐĞĂƌĐŚ�ǁ ŚŝĐŚ�ĞdžƉůŽƌĞ�ƚŚĞŝƌ�Ğĸ ĐĂĐLJ͘�/ƐƐƵĞƐ�ŝŶĐůƵĚŝŶŐ�ůĞĂƌŶĞƌ�ĂƵƚŽŶŽŵLJ͕�ŵŽƟǀ ĂƟŽŶ�ĂŶĚ�the role of technology are also briefly discussed to underpin ƚŚĞ�ƉƌĂĐƟĐĂů�ŝĚĞĂƐ�ƉƌĞƐĞŶƚĞĚ͘

t ŚĂƚ�ŵĂŬĞƐ�ĨŽƌ�Ă�ŐŽŽĚ�ƚĞƐƚ͍ ��Ŷ�ŝŶƚƌŽĚƵĐƟŽŶ�ĨŽƌ�ƚĞĂĐŚĞƌƐ�>ĂŶŐƵĂŐĞ�ƚĞĂĐŚĞƌƐ�ŽŌĞŶ�ĨĞĞů�ĂƐƐĞƐƐŵĞŶƚ�ŝƐ�ĂŶŽƚŚĞƌ�ǁ ŽƌůĚ�ĞŶƟƌĞͲůLJ�ĂŶĚ�ĂƌĞ�ƵŶĐŽŵĨŽƌƚĂďůĞ�ĞŶŐĂŐŝŶŐ�ǁ ŝƚŚ�ŝƚ ͘ �dŚŝƐ�ƉƌĞƐĞŶƚĂƟŽŶ�ƵƐĞƐ�non-specialist everyday language to explain key concepts in as-sessment, enabling teachers to understand how tests are puttogether, why they look as they do, and what is done to producemeaningful and useful results.

Doing students a favour – ůĞĂŬŝŶŐ�ƐƉĞĂŬŝŶŐ�ĞdžĂŵ�ƋƵĞƐƟŽŶƐThis talk aims to present the reasons why publicizing oral assess-ment tasks beforehand can be considered helpful for test takersŝŶ�ƚĞƌŵƐ�ŽĨ�ƐƟŶŐ�ƚŚĞŝƌ�ĐŽŶĮ ĚĞŶĐĞ�ůĞǀ ĞůƐ͕ �ǁ ŚŝĐŚ�ůĞĂĚƐ�ƚŽ�ďĞƩ Ğƌ�performance and higher scores. It will also try to reflect on ǁ ŚĞƚŚĞƌ�ŝƚ�ŝƐ�ƌŝŐŚƚ�ŝŶ�ƚĞƌŵƐ�ŽĨ�ĂƐƐĞƐƐŵĞŶƚ�ƉƌĂĐƟĐĞƐ�ďLJ�ĨŽĐƵƐŝŶŐ�ŽŶ�ƌĞůŝĂďŝůŝƚLJ͕�ǀ ĂůŝĚŝƚLJ�ĂŶĚ�ĐŽŶĮ ĚĞŶƟĂůŝƚLJ�ƌĞůĂƚĞĚ�ŝƐƐƵĞƐ͘

dĞĂĐŚŝŶŐ�ĂŶĚ�ƚĞƐƟŶŐ��ŶŐůŝƐŚ�ŝŶƚŽŶĂƟŽŶ�ƚŽ��ŚŝŶĞƐĞ�ƐƉĞĂŬĞƌƐdŚĞ�ƌĞƐƵůƚ�ŽĨ�ĂŶLJ�ĐŽŵŵƵŶŝĐĂƟŽŶ�ĚĞƉĞŶĚƐ�ƚŽ�Ă�ďŝŐ�ĞdžƚĞŶƚ�ŽŶ�ƚŚĞ�ǁ ĂLJ�ƉĞŽƉůĞ�ƐŽƵŶĚ͘ �D LJ�ƚĂůŬ�ǁ ŝůů�ĨŽĐƵƐ�ŽŶ�ŵĞƚŚŽĚƐ�ŽĨ�ƚĞƐƟŶŐ�ƐLJůůĂͲďůĞ�ƉƌŽƐŽĚLJ�ĂŶĚ�ŝŶƚŽŶĂƟŽŶ�ĐŽŶƚŽƵƌƐ�– ĂŶ�ŝŶƚĂŶŐŝďůĞ�ŵĂƩ Ğƌ͕�ǀ ĞƌLJ�ƉƌŽďůĞŵĂƟĐ�ĨŽƌ�ĂƐƐĞƐƐŵĞŶƚ͘ �, Žǁ Ğǀ Ğƌ͕�Ğǀ ĞŶ�ǀ ĞƌLJ�Ěŝī ĞƌĞŶƚ�ůĂŶͲguages (like English and Chinese) may have a lot in common,which helps to develop and evaluate common phonological com-petence.

dŽ�ƚĞƐƚ�Žƌ�ŶŽƚ�ƚŽ�ƚĞƐƚ͕ �ŝƐ�ƚŚĂƚ�Ă�ƋƵĞƐƟŽŶ͍��ĐƵƌƌĞŶƚ�ŐůŽďĂů�ƚƌĞŶĚ�ŝƐ�ƚŽǁ ĂƌĚƐ�ŵŽƌĞ�ƚĞƐƟŶŐ�ŝŶ�ƐĐŚŽŽůƐ͕ �while research evidence suggests that marks and grades doŶŽƚ�Ăůǁ ĂLJƐ�ŚĂǀ Ğ�ƉŽƐŝƟǀ Ğ�Ğī ĞĐƚƐ�ŽŶ�ůĞĂƌŶĞƌƐ͛ �ůĞĂƌŶŝŶŐ�ƉƌŽĐĞƐƐͲes. Based on an experimental research project in the Nether-ůĂŶĚƐ͕ �ƉĂƌƟĐŝƉĂŶƚƐ�ŽĨ�ƚŚŝƐ�ǁ ŽƌŬƐŚŽƉ�ǁ ŝůů�ĞdžƉůŽƌĞ�ĂůƚĞƌŶĂƟǀ Ğ�assessment techniques that could be used to promote lan-guage learning in the English classroom.

hƐŝŶŐ�ƉĞĞƌ�ĂƐƐĞƐƐŵĞŶƚ�ƚŽ�ŚĞůƉ�ƐƚƵĚĞŶƚƐ�ďĞƩ Ğƌ�ƉƌĞƉĂƌĞ�ĨŽƌ�internshipsThis talk aims to explore the use of peer assessment to helpstudents prepare for their internships in an English communi-ĐĂƟŽŶ�ĐůĂƐƐƌŽŽŵ͘ �dŚĞ�ŵŽƐƚ�ĐŚĂůůĞŶŐŝŶŐ�ƉĂƌƚ�ŝƐ�ƚŽ�ƐƚƌŝŬĞ�Ă�ďĂůͲance between the perceived benefits of this Western peda-ŐŽŐLJ�ĂŶĚ�ƚŚĞ�ƌĞĂů�ĐůĂƐƐƌŽŽŵ�ƉƌĂĐƟĐĞƐ�ŝŶ��ŚŝŶĞƐĞ�ƐŽĐŝĞƟĞƐ͘ �/ŵƉůŝĐĂƟŽŶƐ�ĂŶĚ�ƉŽƚĞŶƟĂů�ƉƌŽďůĞŵƐ�ŽĨ�ƉĞĞƌ�ĂƐƐĞƐƐŵĞŶƚ�ǁ ŝůů�be discussed.

Tom Alder: I am an EAP teacher and have spent over 12

years teaching English, more than originally intended. My first degree was in philosophy, but I also have a Trinity Dip and an MAŝŶ��ƉƉůŝĞĚ�>ŝŶŐƵŝƐƟĐƐ�ĂŶĚ�ǁ ŽƌŬ�ĂƐ�ĂŶ�ĞdžĂŵŝŶĞƌ͕�ǁ ŚŝĐŚ�ŚĂƐ�ƉƵƐŚĞĚ�ůĂŶŐƵĂŐĞ�ĂƐƐĞƐƐŵĞŶƚ�ĐĞŶƚƌĞ�ƐƚĂŐĞ͘�/Ŷ�ŵLJ�ƐƉĂƌĞ�ƟŵĞ͕�/�ǁ ƌŝƚĞ�ďƌŽͲ

ken ballads and troubled short stories. Daragh Berman:I have been teaching for over 12 years and have a degree in phi-ůŽƐŽƉŚLJ͕�Ă���>d��ĂŶĚ�ĂŶ�D ��ŝŶ��>d�Θ��ƉƉůŝĞĚ�>ŝŶŐƵŝƐƟĐƐ͘ �/�ŚĂǀ Ğ�taught in London and abroad. Teaching in Sydney was an abso-lute dream! Outside the classroom, I run too much, play andwrite music not nearly enough, read a lot, watch films and bowl rather badly.

Clare Fielder: I work as an EFL lecturer at Trier University

in Germany. My academic background is in German and transla-ƟŽŶ�ƐƚƵĚŝĞƐ͘ �t ŝƚŚŝŶ��>d�/�ŚĂǀ Ğ�Ă�ďƌŽĂĚ�ƌĂŶŐĞ�ŽĨ�ŝŶƚĞƌĞƐƚƐ͕ �ǁ ŚŝĐŚ�/�have published and presented on, all more or less closely relatedƚŽ���W͘�/Ζŵ�ĐŽŵŵŝƩ ĞĚ�ƚŽ�ŵLJ��W� ͕ �ĐŽŶĚƵĐƟŶŐ�ĂĐƟŽŶ�ƌĞƐĞĂƌĐŚ�ĂŶĚ�ƐŚĂƌŝŶŐ�ƚŚĞ�ƌĞƐƵůƚƐ�ŽĨ�ƚŚŝƐ͘ �/�ĨĞĞů�/�ŚĂǀ Ğ�ƉƌĞƩLJ�ŵƵĐŚ�Ă�ĚƌĞĂŵ�ũŽď͕ �ƚĞĂĐŚŝŶŐ���W�ĂŶĚ�ŐĞƫ ŶŐ�ƉĂŝĚ�ĨŽƌ�ŝƚ ͘ �

Gad Lim: I am Principal Research Manager at CambridgeEnglish Language Assessment, leading research on the assess-ment of writing and IELTS. I have a PhD from the University ofMichigan and many years of experience as an examiner, itemwriter, test designer, and test development manager, a teacherin higher education and a teacher trainer in Asia, Australia,North America, and Europe. I review for all major languagetesting journals and have presented and published on a rangeof areas.

Mehvar Turkkan: I am an EAP instructor with an MA inteacher education and DELTA. I’ve been teaching for 12 years,most of which was spent in testing & assessment. Despite apassion for testing issues, I have recently made a radicalchange and become a full time teacher to explore this areathrough the eyes of a teacher. Outside school I spend time withmy little son who is interested in learning English and becom-ing an engineer “just like his dad” (in his own words).

Irina Pavlovskaya: I am a Doctor of Philology and aProfessor who lectures in Methodology of Language Teaching,The Theory of Testing, Theoretical Phonetics and Phonology,Teacher Training and Teacher Development programmes forTKT and CELTA at the Faculty of Philology, St. PetersburgState University, Russia. I am also the chair of the Testing SIGat the International Philological Conference at St. PetersburgState University. I was the founding president of SPELTA.

Corne Ferreira: My passion for language teaching start-ed in high school, when I studied four languages and was in-spired by excellent teachers who knew that language is morethan grammar and vocabulary. I have been in ELT in second-ary education and teacher education in the Netherlands forover 15 years and enjoy teaching more than testing. Howeverthe information gathered through tests leads to decisions��������ϐ���������������ǯ��������Ǥ�����������������������������learning processes should be treated with care and respect,including in the way they are tested.

Eric Ho: I am a Language Instructor at Hong Kong Polytech-nic University, where I teach EAP and ESP to undergraduates. Iam involved in teacher training in lesson preparation, delivery���������������������������������ϐ�����������������������Ǧgree on ideology in a mixed cultural context. I am particularlykeen on developing assessment methods that require integra-������������������������������������������������ϐ������������Ǧtice leading to life long learning. When I am not working or���������������ǡ���������ϐ����������������������������������tennis court.

Details of speakers and sessions

IMPRESSUMIATEFL — TEASIG

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