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INTERNATIONAL LANGUAGE ASSESSMENT CONFERENCE IN EGYPT (ILACE 2015):

Toward a Learning Community for Language Assessment

SEPTEMBER 2 and 3, 2015

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ILACE 2015 ORGANIZING COMMITTEE

Deena BoraieDean, School of Continuing Education

Atta GebrilConference Chair Elizabeth Arrigoni Incoming Conference Chair

NileTESOL website: www.niletesol.orgConference website: http://conf.aucegypt.edu/ILACE%202015

ILACE PROGRAM

SEPTEMBER 2 and 3, 2015

ILACE SPONSORS

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WELCOME FROM THE ORGANIZING COMMITTEE

The first International Language Assessment Conference in Egypt (ILACE) is organized by the NileTESOL Testing, Evaluation and Assessment Special Interest Group (TEASIG). ILACE seeks to provide opportunities for profes-sional 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 theme of NileTESOL 2015, the NileTESOL Testing, Evaluation, and Assessment Special Interest Group (TEA SIG) is pleased to welcome you to a two-day international conference in Egypt dedicated to creating a community of language professionals who are interested in language assessment.

The centrality of assessment to teaching and learning, as well as the importance of assessment literacy for teachers, has been established in the field of language teaching. However, not all educators recognize the power of assessment in and outside the classroom and even those who do lack the resources to increase their assessment literacy and improve their assess-ment practices. The NileTESOL SIG firmly believes that only a community of committed educators can lead to improved access to assessment resources and assessment reform.

According to the Call for Proposals for NileTESOL’s 2015 conference: “A learning community is defined as a group of people who interact to achieve a common purpose and are actively engaged in learning with and from each other.” The conference organizers invite language educators from all backgrounds who have an interest in assessment to join the NileTESOL TEA SIG and our efforts to continuously improve educational experiences for language learners. We would like to take this opportunity to thank our sponsors (ETS and the American University in Cairo) for their generous support. We would also like to extend our appreciation to the British Council who provided us with the conference bags and nametags.

We wish you a nice conference and pleasant time in Cairo!

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PLENARY SPEAKERS

DR. MICHELINE CHALHOUB-DEVILLE

Dr. Micheline Chalhoub-Deville (Ph.D., The Ohio State University) is Professor of Educational Research Methodology and Co-Director of the Coalition for Diverse Language Communities at the University of North Carolina at Greensboro (UNCG). She has been awarded the 2000 Outstanding Young Scholar Award by the Educational Testing Service—TOEFL Program and the UNCG 2013 School of Education Outstanding Senior Scholar Award, both of which recognized her contributions to the field of language testing and assess-ment. She has also received the 1998 Best Article Award from the International Language Testing Association. She is a member of the editorial boards of Language Testing and Language Assessment Quarterly. She is the founder of the Mid-West Association of Language Testers (MwALT). She is a former mem-ber of both the TOEFL Policy Board and the TOEFL Commit tee of Examiners, where she also served as chair for three years.

Dr. Chalhoub-Deville currently serves on the British Council Assessment Advisory Board. She has taught courses such as second language assessment, acquisition, policy/planning, measurement, and statistics. She has published, presented, and given workshops around the world on a variety of topics related to validity, performance-based tasks, foreign language proficiency, English language learner academic constructs, and accountability testing systems. She has directed several federally funded projects for developing proficiency-based assessment instruments and computer adaptive tests.

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DR. BARRY O’SULLIVAN

Dr. Barry O’Sullivan is currently working with the British Council in London as their Senior Advisor for English Language Assessment. As part of his work for the British Council, he is currently working on the Aptis test. He also continues to have a connection with the University of Roehampton where he served as director of the Centre for Language Assessment Research (CLARe). Professor Barry O’Sullivan is particularly interested in issues related to performance testing, test validation and test-data management and analysis. He has lectured for many years on various aspects of language testing.

Barry’s publications have appeared in a number of international journals and he has presented his work at international conferences around the world. His first book, ‘Issues in Business English Testing’, was published by Cambridge University Press in the Studies in Language Testing series in 2006. His second, ‘Modelling Performance in Oral Language Testing’, was published by Peter Lang in 2008.

Barry is very active in language testing around the world and has worked with government ministries, universities and test developers in Europe, Asia, the Middle East and Central America. He is also on the editorial board of a number of journals in the areas of language testing and applied linguistics. In addition to his work in the area of language testing, Barry taught in Ireland, England, Peru and Japan before taking up his current post.

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9:15 – 9:45 AM EWART HALLWELCOME AND OPENING CEREMONYDeena Boraie

Nathaniel Bowditch

Atta Gebril

Dean of School of Continuing Education, AUC

Dean of School of Humanities and Social Sciences, AUC

ILACE Conference Chair

Wednesday, September 2, 2015

10:00 – 11:00 AM Plenary Ewart HallSynergies and Discords in Policy-Driven Testing: Accountability and Classroom PracticesMicheline Chalhoub-Deville Professor, Educational Research

Methodology Department, University of North Carolina, Greensboro

The talk will address the relationship between accountability testing and classroom assessments when directed by public policy. The talk will explicate advances made in public policy in terms of attempts to create an alignment be-tween standardized accountability tests with classroom practices. An argument is made that despite acknowledged differences between accountability testing andclassroom-focused assessments, policy-driven testing systems continue to give preeminence to standardized accountability tests. Such tests, external to classroom practices drive the culture of testing in the classroom. Additionally, validation models of these testing systems have paid little attention to the culture and practices of assessments in the classroom. The talk will use the U.S. context to explicate concepts addressed. However, issues raised are intended to generalize to other educational contexts where the government is engaged in designing policies that use assessments to direct classroom practices.

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12:00 – 12:25 PM Paper Ewart HallDo Egyptian EFL Teachers’ Beliefs Affect Students’ Language Achievements?Ramy Shabara The American University in

CairoThe aim of this presentation was to investigate the impact of EFL teachers’ beliefs about teaching and learning English on their students’ language achievement. A questionnaire and teacher-made tests were administered to a sample of EFL teachers (n= 712) and students (n= 81). The results showed that teachers’ beliefs are messy and they do not significantly affect their students’ language achievement.

12:00 – 12:25 PM Paper Oriental HallDeveloping Academic Reading Assessment Tests: The Nuts and BoltsHebatAllah A. Mohamed Ain Shams University In this presentation, the presenter will share with the participants the steps she followed to develop a test to assess university students’ academic reading skills. The presentation will include guidelines for identifying the test’s construct, developing its specifications, selecting the test’s reading text and reviewing the different techniques for testing reading. The presentation is intended for teachers who are interested in gaining an understanding of how to design and pilot academic reading tests.

11:30 – 11:55 PM Paper Ewart HallE-assessment: How Technology Can Reshape Our Assessment PracticesSara Amin Future University in Egypt With the rising demand for technology in education, this presentation will introduce the concept of E-assessment and highlight its potential within the assessment for learning (AFL) paradigm. The presenter will share with the participants different resources and websites that could be used to incorporate E-assessment into their classrooms.

11:30 – 11:55 PM Paper Oriental HallDynamic Assessment: A New perspective for Developing LearningHager Al-Tonsi Suez Canal University Dynamic assessment differs from static assessment since it is process-oriented and not outcome-based. It also deals with testing as an integral part of teaching, and depends on testing followed by teaching and retesting. The presenter will offer suggestions on how to integrate dynamic assessment in classrooms.

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12:30 – 12:55 PM Paper Ewart HallEFL Secondary School Students' Perceptions of Learning Portfolios and Writing CompetenceMayada R Khalifa Tanta University Assessment of learning or assessment for learning? Assessment for learning (formative assessment) and assessment of learning (summative assessment) are both needed in writing classes. Thus, a study was conducted to investigate the effectiveness of learning portfolios in developing the writing competence of Egyptian first year secondary school students. Students were encouraged to write different topics using the process approach of writing and keeping their writings in learning portfolios. One of the stages of compiling the port-folio is reflection. Therefore, students continuously reflected on their writings throughout the experiment and on the portfolio as a whole at the end of the experiment. Finally, students developed positive perceptions toward portfolio use in writing various topics relevant to students› learning.

12:30 –12:55 PM Paper Oriental HallAl-Azhar English Training Center ERP Tailored Assessment SystemSamah A. Mohamed Al-Azhar English Training

Centre (AAETC), Al-Azhar University

Assessment is not an easy job for teachers even if it is ready-made. What if it is not, this will put new challenge and burden on assessors. However, we managed to create a newly-born assessment system. Join our presentation to see our experience in creating our self-tailored ERP assessment system.

2:00 – 2:25 PM Paper Ewart HallEye Tracking Analysis of EAP Students’ Regions of Interest in Computer-based Feedback on Grammar, Usage, Mechanics, Style and Organization and DevelopmentKhaled El Ebyary University of York, UK

and Damanhour UniversityIn this paper we report on a study which used eye-tracking software to gather data about the revision strategies students employ. The results provide evidence of what feedback students read, for how long, and in what order, when revising their essays. This data was supplemented by retrospective interviews during which screen data captured by the eye-and seeking explanations from students for some of their actions. The results were useful in helping to clarify the students’ reflective processes in dealing with feedback which was less specific, or possibly misleading, and why such feedback could nevertheless result in improvements in their writing.

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2:00 – 2:25 PM Paper Oriental HallFeedback on Student Writing: Form and ContentAmani Demian and Afaf Mishriki The American University in

CairoThis presentation will report on a study conducted on four groups of first year ESL university students’ essays to determine the impact of four types of feed-back on their second drafts. The insights gained in writing assessment as well as recommendations for teachers’ use will be shared.

3:00 – 4:30 PM 90 minutes Plenary Workshop

Ewart Hall

Scoring and Designing Speaking TasksBarry O’Sullivan British Council This workshop provides some tips for language professionals interested in desginig and scoring speaking assessment tasks. The presenter will offer guidelines for developing both speaking tasks and scoring rurbrics. Some sample materials will be shared with the participants.

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Thursday, September 3, 2015

9:00 – 10:00 AM Plenary Ewart HallBuilding a Perfect Beast: Rethinking Language TestingBarry O’Sullivan British Council In this presentation I will discuss how changes in the way we think about what tests should, and should not, be used for has effected the way we think about test development in general. Over the past decade, I have argued language testing is changing. There has been an increased international professionalisation of the business, along with a growing understanding of the need for systematic localisation of tests. By the latter, I mean work required to ensure that a particular test is designed and developed to allow for specific decisions (e.g. promotion at work) to be made for specific user groups (e.g. University non-academic employees) within a specific context or domain (Egyptian Public Universities). This will entail making decisions on content and delivery that may relate to specific linguistic and cultural characteristics of the user group (e.g. ensuring that the content is not US or Europe entered for the above group).All this has led to a fragmentation of the language testing industry, and has, in turn, led to a re-consideration of what a modern language test might look like and how it should be used.In order to demonstrate what I mean, I will focus on the British Council’s Aptis test service. This is a unique test service as it offers the test user a range of localisation options that are not available elsewhere. It is also unique in a number of technical ways and offers the audience a glimpse into how lan-guage tests of the future might look.

10:30 – 10:55 AM TEA SIG event Ewart HallAssessment Literacy Program for Language Teachers in Egypt: Reflections and Future Plans

Atta Gebril, Deena Boraie, and Elizabeth Arrigoni

This presentation describes the design and implementation of an assessment literacy training project for English language educators in Egypt. In this test-driven context, language assessment in schools does not meet the needs and expectations of different stakeholders, largely because teachers gen-erally lack the assessment knowledge and skills required for successfully implementing set assessment policies. This training program was intended as an empowerment strategy towards education reform by developing the assess-ment knowledge and skills of key educators in this country. The presenters will describe the program outcomes, the recruitment strategies, project materials, and follow-up activities. A significant outcome of this training was the creation of a community of practice among English language educators in Egypt. This presentation will also offer some reflections on future plans and will provide useful guidelines for teacher trainers working in test-driven instructional contexts.

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10:30 – 10:55 AM Workshop Oriental HallConcept Checking Question and Genuine AssessmentMohamed Elzoghby Ministry of Education This interactive talk shows how I have set up on-going teacher development in an area of rural Egypt where it is much needed. I will discuss how to design, implement and measure the success of low budget training workshops in this part which inspire teachers to become responsible for their own development and improve learner performance through genuine assessment.

11:00- 11:25 AM Workshop Ewart HallA, B, C, Ds of Multiple Choice Test Creation: Tips for Ensuring Validity and ReliabilityWendy McFeely The American University in Cairo This workshop is designed for teachers how want to understand how to write good multiple-choice questions (MCQs). Participants will be provided with practical guidelines on how to write valid, reliable test MCQ questions. There will be an opportunity to apply the information through question editing practice and MCQ creation. Participants will share and receive feedback on their work.

11:00 – 11:25 AM Paper Oriental HallTowards More Meaningful Rubric-Based Feedback: Research-Based Guidelines and Suggestions for TeachersMarwa BazaIman BazaRamy Shabara

The American University in Cairo

This presentation aims at acquainting teachers with using analytic rubrics by sharing research-based information that aims at ensuring a more meaningful rubric-based feedback. EFL instructors spend too many hours assessing essays following detailed guidelines (by means of analytic rubrics) to ensure that proper, meaningful feedback is given to the students. Their main concern and hope is to witness real, future progress in the quality of work submitted by the students. Despite such effort, it is often noted, unfortunately, that students are not always interested in understanding their teachers’ feedback through the rubrics provided; their main concern is the GRADE without true intentions of changing much. This presentation aims at shedding light on the value of analytic rubrics as one type of formative assessment. The presenters will highlight what research says about such rubrics and give EFL instructors suggestions and tips on making their feedback more useful and meaningful to students.

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11:30 – 11:55 AM Paper Ewart HallAssessing the Core Didactic Competencies of Pre-service English Language Teachers During the PracticumHaggag Mohamed Hurgahda College of

Education, South Valley University

The paper introduces implementing a European document (European Portfolio of Student Teachers of Language EPOSTL) as a self assessment tool. The port-folio assesses the key teaching competencies of pre-service English language teachers during the teaching practice or the practicum. The paper examines EPOSTL key descriptors of didactic competencies which are (Lesson Planning - Conducting a Lesson - Independent Learning - Assessment of Learning). A discussion for the teaching competencies scale, EPOSTL, results and recommendations on using the electronic portfolios as self assessment tools is presented.

11:30 – 11:55 AM Workshop Oriental HallAnalytic and Holistic Rubrics: How to Achieve Better Inter-rater ReliabilityMarwa BazaIman BazaRamy Shabara

The American University in Cairo

This workshop aims at providing teachers with a chance to sit together and go over samples of students’ writing and analyze them both analytically and holistically. This process will, hopefully, lead to better, future inter-rater reliability among teachers.

12:00 – 12:25 PM Paper Ewart HallTowards a Context-Specific Definition of Assessment LiteracyWael Amer The American University in

CairoWhile the term «assessment literacy» is coined by Rick Stiggins in 1991, interest in the teachers’ competence in educational assessment in the modern sense can be possibly traced back to the 1950s. Every decade or so this interest revives but with changes/developments in the underlying assumptions, epistemological frameworks, and technical orientations yielding, thus, accumulated theoretical approaches and attempts, but with little robust impact on the practical realities of teaching and learning. This gap may be the result of a host of different causes among which are tensions between pedagogy and assessment, tensions in education policy, tensions between the different expectations of stakeholders, and tensions in the theory and practice of teacher education. The current presentation seeks to construct the nature and definition of assessment literacy in the Egyptian context by investigating the perceptions of four different stakeholders in English language education, namely, teachers, administrators, teacher educators and assessment experts. Four informants have been interviewed from each stratum, and the data has been analysed using thematic analysis.

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12:00 –12:25 PM Workshop Oriental HallScoring Rubrics: Boon Not BaneAhmed AwaadRamy Shabara

The American University in Cairo

In this workshop, attendants will participate in activities in which they design different types of rubrics. They will be introduced to the different factors, pluses and minuses of each type.In each stage of the workshop, learners will be provided by tips and guidelines on how to design valid rubrics in real educational situations.

2:00 – 2:25 PM Paper Ewart HallAssessing Student’s Oral Proficiency in EnglishVictoria Clark The British Council Though speaking skills play an increasingly important part in the language classroom, assessing students’ oral proficiency is challenging. In this presen-tation, I will look at what constitutes ‘speech’, its features, and which task types are commonly used in speaking tests. In addition, I will show how rubrics can be used to measure performance. The speaking component of Aptis, the British Council’s new English proficiency test, will be presented as an example of a valid, reliable and practical way to assess speaking. Aptis reflects current understanding of oral proficiency and testing.

2:00 – 2:25 PM Paper Oriental HallStudents as Test Creators: Assessment as LearningRania Jabr The American University in

Cairo Are we underestimating our students’ abilities? By guiding students through detailed assignments based on specific learning outcomes and on well-defined rubrics, students are given the chance to participate in their own learning by generating their own test items. In this presentation, a number of student generated tests will be shared from both applied linguistics and intensive English language classes. In addition, several rubrics will be shared with the audience to explain the processes students go through to enable them to become skilled test item generators.

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2:30 - 3:30 PM Works in Progress Oriental Hall

Understanding Authenticity in Language Teaching and AssessmentOmaima M. AyoubHigher Technological Institute, EgyptAuthenticity in language teaching and assessment has been a key concept for TESOL researchers and practitioners. The definition of authenticity itself is quite complicated and has therefore been debated in the literature. In this presentation, I hope to shed some light on the concept of authenticity and identify the types and parameters of authenticity in language teaching and assessment. I will also explain how language testing fits within the broader scope of assessment and its two types: formative and summative. Brief samples of more or less «authentic» testing materials will be provided

Washback of Listening Test on ELT at Primary StageSamira Bakr National Center for Examinations and Educational Valuation, Egypt It is generally believed that tests have a powerful influence on language learners who prepare themselves to take the tests, and on the teachers who help learners to prepare. Alderson and Wall (1993) claim the existence of washback and be-lieve that “… tests are held to be powerful determiners of what happens in the classrooms” (p. 41). Though, all ELT courses taught at primary, preparatory and secondary schools in Egypt adapted communicative approach, testing listening skill was included in English language tests, for the first time, in 2013. Testing listening skill was added to English Language tests at primary stage from first to sixth grades. The present study aimed at investigating the effect of listening test items at primary stage on students‘ language performance and teachers› performance at primary stage. To that end, a questionnaire will be developed and administer to about 300 ELT teachers, and also ten class observations and ten teachers’ interviews will be called upon.

Teaching and Assessing Implied Meaning in ELF CommunicationBetty F. LanteigneAmerican University of SharjahIn addition to well known areas of language proficiency such as reading comprehension, grammar, and vocabulary, the ability to use a language in real-world communication includes pragmatic competence. This research focuses on a specific aspect of pragmatic competence which has received little attention in language instruction/assessment research: inference through entailment and pragmatic presupposition in English-as-a-lingua-franca communication. The specific focus of this research is implied meaning in print advertisements, store signs, T-shirts and proverbs, as the basis for classroom instruction and assessment. There are three phases to this research: (1) Identification of naturally occurring instances of entailment and pragmatic presupposition in lingua franca contexts in the UAE and Palestine, forming the basis for development/ implementation of instructional materials/tests for lingua franca and foreign language contexts in conjunction with English teachers who would determine cultural appropriateness in their contexts.

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(2) Instruction/ assessment of students in English classes in lingua franca and foreign language regions about recognition/ use of entailment and pragmatic presupposition, using the developed materials. (3) Statistical analysis of student responses to test items and interviewing representative teachers/students about instruction in/testing of use of entailment and pragmatic presupposition in English.

Identifying the Learner Errors Present in CEPA Corpora: Implications for the Assessment and Teaching of High School Students in the UAELee McCallumPrince Sultan University, Saudi ArabiaThe CEFR – influenced band scales of English proficiency examinations have been criticized as being subjective and difficult to operationalize for students, teachers and examiners. This research questions what linguistic features separate band scales and looks at how to provide descriptive information on what linguistic errors exist between students at different band scale levels within the UAE’s CEPA university entrance exam and what this might mean for exam stakeholders.

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3:00 – 4:30 PM 90 minutes Plenary Workshop

Ewart Hall

Current Assessment Practices: Assessment of and for LearningMicheline Chalhoub-Deville University of North Carolina,

Greensboro The workshop is intended for professionals—educators, researchers, administrators, and students interested in better understanding the complex relationship between traditional and alternative assessment types. Alternative assessment approaches include: task-based assessment tasks, intended to enhance inter-activeness and authenticity of engagement (Bachman and Palmer, 1996) and dynamic assessment, which seeks to seamlessly embed assessment within an instructional activity (Lantolf and Poehner, 2007). Workshop participants will deepen their understanding of these ideas and related concepts currently in circulation, e.g., interim/benchmark assessment, formative assessment, assessment for and of learning. The workshop will include presentations, discussions, and opportunities to work in small groups.

4:45 – 5:00 PM Ewart Hall Closing remarks

Deena Boraie, Dean, School of Continuing Education Atta Gebril, ILACE 2015 Conference Chair Elizabeth Arrigoni, ILACE Incoming Chair

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Presenters’ Contact InformationHager Al-Tonsi hagereltonsi@gmail.comWael Amer wamer@aucegypt.eduSara Amin saraamin@aucegypt.eduElizabeth Arrigoni earrigoni@aucegypt.eduAhmed Awaad ahmed.awaad@aucegypt.eduOmaima Ayoub Oayoub2000@gmail.comSamira Bakr samira.bakr@moe.edu.egIman Baza imanbaza@aucegypt.eduMarwa Baza marwbaza@aucegypt.eduDeena Boraie dboraie@aucegypt.eduMicheline Chalhoub-Deville mbchalho@uncg.eduVictoria Clark Victoria.Clark@britishcouncil.org.egAmani Demian amanid@aucegypt.eduKhaled El Ebyary d.elebyary@york.ac.ukMohamed Elzoghby mr.mohamedelzoghby@yahoo.comAtta Gebril agebril@aucegypt.eduRania Jabr jabr_r@aucegypt.eduMayada Khalifa mayada_raafat@yahoo.comBetty Lanteigne blanteigne@aus.eduLee McCallum LMccallum@pscw.psu.edu.saWendy McFeely wmcfeely@aucegypt.eduHaggag Mohamed doctorhaggag@yahoo.comHebatAllah Mohamed hebamohamed@aucegypt.eduSamah Mohamed ambitiononearth@gmail.comBarry O’Sullivan barry.o'sullivan@britishcouncil.orgRamy Shabara ramy.shabara@aucegypt.edu

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