Second language assessment is a dynamic field that has undergone a number of changes and transitions resulting from a range of factors. These include the emergence of different models of language competence, developments in the design, construction and delivery of tests, and approaches to the measurement of language proficiency. Research insights into the quality and use of language assessments, advances in technology-based language assessment, and the influence of a variety of societal and political factors have also played an important role. Recent changes include an increased need for language assessment for migration, employment or academic purposes.

The conference theme allows for expositions on a wide variety of topics including, but not limited to, the following sub themes:

•Assessment literacy following changes in assessment approaches
•Assessment for transition points in education
•Transitions to technology-based language assessment
•The use of corpora and corpus linguistics methods for language testing and assessment
•Trends and challenges in developing context-specific language assessments
•Trends and challenges in classroom-based language assessment
•Developments in the assessment of lesser-taught languages
•Developments towards increased authenticity in language assessment
•Transition from assessing standard varieties to lingua franca usage

Second language assessment is a dynamic field that has undergone a number of changes and transitions resulting from a range of factors. These include the emergence of different models of language competence, developments in the design, construction and delivery of tests, and approaches to the measurement of language proficiency. Research insights into the quality and use of language assessments, advances in technology-based language assessment, and the influence of a variety of societal and political factors have also played an important role. Recent changes include an increased need for language assessment for migration, employment or academic purposes.

The conference theme allows for expositions on a wide variety of topics including, but not limited to, the following sub themes:

•Assessment literacy following changes in assessment approaches
•Assessment for transition points in education
•Transitions to technology-based language assessment
•The use of corpora and corpus linguistics methods for language testing and assessment
•Trends and challenges in developing context-specific language assessments
•Trends and challenges in classroom-based language assessment
•Developments in the assessment of lesser-taught languages
•Developments towards increased authenticity in language assessment
•Transition from assessing standard varieties to lingua franca usage

The AALHE annual conference provides professional development for assessment practitioners in higher education and is one of the best resources for advanced assessment practitioners. AALHE is consistently heralded as the best opportunity for assessment networking. No matter their institution type – small, large, public, or private – attendees always leave the conference with many new assessment colleagues.

The AALHE assessment conference

• Provides professional development opportunities for the advanced assessment practitioner;
• Provides professional development for those in the next generation of assessment professionals;
• Connects assessment professionals with others in the field; and
• Leads and advocates best practices in assessment

This event will be the seventh international Assessment in Higher Education conference. This research and academic development conference is a forum for critical debate of research and innovation focused on assessment and feedback practice and policy. The themes for our 2019 conference will invite a wide range of papers, practice exchanges and posters. Themed poster presentations, accompanied by a short pitch from the authors, have been a particular strength of the conference and have encouraged networking by delegates.

FACULTY:
Dr. Christine Fox (University of Toledo)
Dr. Svetlana Beltyukova (University of Toledo)
Dr. Theodore Walls (University of Rhode Island)
Dr. Gary Cook (University of Wisconsin-Madison)
Dr. Gavin Brown (University of Auckland)

School tracks will be taught in English
Admissions close on May 30, 2019

For more information: visit the Summerschool Webpage

Back to our Roots
Much of the seminal research on adaptive testing occurred at the University of Minnesota in the 1970s, driven by David J. Weiss at the Psychometric Methods program in the Department of Psychology. Weiss hosted the first CAT conferences here in Minnesota, in 1977, 1979, and 1982. The Graduate Hotel was also the location of the two GMAC CAT Conferences (2007 and 2009) which renewed interest in the topic and led to the official founding of IACAT as a nonprofit association dedicated to the improvement of assessment.