The 2nd International Language Assessment Conference in Egypt (ILACE) 2016

From: 9/5/2016   To: 9/6/2016

 

 

 

Please find the full conference program below!

                                                                                                                       

                                                                                                                       

 

 

 

 

 

The Second

International Language Assessment Conference

in Egypt

 

ILACE 2016

 

 

Learning from Assessment

 

 

September 5 and 6, 2016

 

 

 

ILACE 2016 ORGANIZING COMMITTEE

Wael Amer

Elizabeth Arrigoni

Hanan Fares

Atta Gebril

Tamir Ismail

Jancis McGrady

 

http://conf.aucegypt.edu/ILACE2016

 


 

ILACE 2016 Conference Information

 

The conference will take place on AUC’s Tahrir Campus and sessions will be held in the Ewart Hall, the Oriental Hall, the Armenian Room and the Marriott Room. There is a map of the venue on the back cover of your programme; please also feel free to ask at the AUC and British Council booths if you need directions.

 

 

The theme of the ILACE conference this year focuses on how to learn from assessment. Educators have long been accustomed to the use of assessments in measuring what students have learned or achieved. However, in recent decades, the use of assessments for formative purposes has become increasingly common at all levels of education in order to support or even improve student learning; also increasingly common is the use of assessments to inform teaching. But are there other ways in which we can learn from assessment? Are there other skills or knowledge that students might acquire besides those a test or task is meant to assess? Are students and teachers the only stakeholders who might learn from assessment or might there be ways for program administrators or institutions to also capitalize on results from student assessment? Are the methods we currently use maximizing the learning potential of assessment? This year’s ILACE conference brings together a wide range of speakers, both local and international, to explore these questions.

 

 

We have an exciting range of sessions running across the 5th and 6th September, including presentations, workshops and posters.

 

 

We would very much like your feedback on which sessions you found most useful so please fill in the feedback form at the back of the conference programme. Please drop the form in our feedback box outside Ewart Hall at any time for a chance to win some great prizes during the closing event!


 

Welcome from the conference co-chairs

Welcome to the second International Language Assessment Conference in Egypt! We are very pleased to build on the success of the inaugural conference in 2015 and to have you with us this year. We are especially delighted to announce that this year’s ILACE is the result of a new partnership between the American University in Cairo (AUC) and the British Council that combines the expertise of both institutions to provide what we hope will be an excellent and highly informative experience for all of our attendees.

As a result of this partnership between AUC and the British Council, we very gratefully welcome our two plenary speakers: Dr. Eleanore Hargreaves and Dr. Jamie Dunlea, both of whom offer a wealth of experience and expertise, both theoretical and practical.

This year’s theme is “Learning from Assessment” and we are confident that the range of presentations at this year’s conference will help all of us to better realize the learning potential of assessment. It is clear from the titles of the various presentations that educators both within and outside of Egypt are increasingly recognizing that assessment entails more than just finding out what or if learners have learned—that it can help us understand how they learn and how learning can be supported and improved. We are also confident that we have much to learn from each about assessment, given the diversity of our speakers and attendees, as well as the topics of the various sessions.

We would be remiss if we did not recognize the efforts of several people without whom this conference would not be possible. Most of us know Dr. Deena Boraie, Dean of AUC’s School of Continuing Education (SCE) and Past President of TESOL International, and are well-acquainted with her dedication to education in general and language assessment specifically. In fact, many of us owe our introduction to and love of language assessment to Dr. Boraie! However, without the efforts of Mr. Kishore Roy of the British Council, this year’s conference would not have been possible. Despite the fact that Mr. Roy was new to Egypt at last year’s inaugural ILACE conference, he saw the value of a language assessment conference and was willing to find resources to support it. We are very grateful to both Dr. Boraie and Mr. Roy for their efforts to support ILACE and language assessment both within Egypt and worldwide.

We are also grateful to the members of the ILACE 2016 Organizing Committee. The success of this conference is due to their efforts and expertise. Dr. Atta Gebril, last year’s conference chair, was the visionary of ILACE, establishing NileTESOL’s Testing, Evaluation and Assessment Special Interest Group, through which he set the groundwork for this year’s conference. Hanan Fares, of AUC’s SCE, has been tireless in making logistical arrangements and providing advice at every step of the way. Tamir Ismail of the British Council and Wael Amer of Helwan University and AUC have exerted great efforts to ensure that ILACE 2016 would be a success. We are pleased to announce that they have agreed to be the co-chairs of ILACE 2017, further solidifying the partnership between AUC and the British Council. 

We hope you enjoy the conference!

 

Elizabeth Arrigoni                                                                                Jancis McGrady

American University in Cairo                                                              British Council


Plenary Speaker

Dr. Eleanore Hargreaves PhD, M Ed, MA (Oxon), PGCE

Reader in Learning and Pedagogy, UCL Institute of Education, London University, UK

 

 

 

 

 

 

 

Biography

Eleanore has been teaching at UCL Institute of Education since 1997.  She currently leads the MA Programme in Effective Learning and Teaching.  Her key publications include What Makes a Good Primary School Teacher (2015); The SAGE Handbook of Learning (2015); and Children’s Experiences in Classrooms (2016 forthcoming).  Her best known Journal Article publication was entitled ‘Assessment for Learning? Thinking outside the (black) box’, published in the Cambridge Journal of Education in 2005.

Eleanore’s expertise is in assessment, learning and Assessment for Learning with a specialisation in language learning.  She has carried out extensive research into the relationships between assessment, learning and Assessment for Learning in school classrooms.  In particular, she has focused on the pupil’s experience in the classroom: of teaching, learning and assessment; and how pupils themselves describe these experiences.  She is currently exploring how the school assessment system affects pupils’ classroom English language learning.

Eleanore studied Islamic History for her first degree at Oxford University and then lived and taught in Alexandria, Egypt for four years where she taught in a National Institute.  She proceeded to write an MA thesis on the best conditions for second language learning.  Later she carried out doctoral research in the same school in Alexandria focusing on the assessment system in the school and in Egypt more widely.  Since then she has undertaken various further projects, researching teaching and learning in Egypt, both in Cairo and Alexandria.

In addition to research in Egypt, Eleanore has led consultancies and research projects in Palestine, Jordan, Saudi Arabia and Qatar among others, as well as in the UK.


 

Plenary

Maximising the learning potential of assessment

5th September 10.30 a.m. Ewart Hall

 

This keynote explores the conference theme of learning from assessment, in particular focusing on the question, Are the methods we currently use maximizing the learning potential of assessment? The keynote starts by investigating young students’ assessment of teachers and how their teachers’ teaching helps or hinders their learning. This is based on a current research project funded by the British Council which is being carried out by Hargreaves, Elhawary and Mahgoub in Alexandria, Egypt (2016).  The keynote then steers its attention towards teachers’ own assessment of their own teaching and whether or how this helps or hinders students’ learning. Drawing on data from the same research project, the keynote then describes how child students perceive the purposes of English language learning and the ways in which their school assessment systems support or conflict with these purposes. Referring back to these very real examples, the keynote addresses the three key purposes for assessment: qualification, vocation or learning. It then conceptualizes assessment in three ways: as measurement, procedure or inquiry.  Measurement is seen to belong to outdated theories about ‘learning as memorizing’; inquiry relates to ‘learning as active or critical thought’. The keynote finishes by asking what educators want for the future of young people in Egypt and beyond, in terms of English language learning and assessment.

 

Plenary Workshop

Assessment as Learning: Promoting inquiry and talk in the language classroom

6th September 3.30 p.m. Oriental Hall

 

In response to the conference question, Are the methods we currently use maximizing the learning potential of assessment? this workshop embraces the idea of Assessment as Learning.  Assessment in this workshop is conceptualized as inquiry rather than procedure or measurement.  These alternative ways of thinking about assessment are perhaps quite hard to grasp for those of us who have always thought of assessment as TESTING.  This workshop is designed to provide some first-hand insights into these alternative ways and models them as more in keeping with 21st century goals for language learning.Through a series of activities, participants in this workshop will engage in an active experience of collaborative inquiry (informal assessments among each other, including self-assessments).  As they assess, they learn – not only the content of the activities but also language usage.  Through talk with each other and with the facilitator, they construct their own knowledge about learning/teaching by making their own inquiries (self-assessments and peer assessments).  At the same time, they engage in invaluable language-usage practice which they self-assess in relation to its effectiveness in collaborating.  The activities model tasks that could be used in everyday language classrooms.  They include the following:

 

  1. DANCE CARDS: inquiring into other learners’ preferred language learning processes (10 mins)
  2. GROUP NEGOTIATION: assessing one’s own beliefs about language learning and teaching (20 mins)
  3. ACTING OUT: assessing how others conceptualise difficult concepts in language learning and teaching (25 mins)
  4. ACTIVITY PICTURES: assessing the role of activity in the language classroom (15 mins)
  5. ACTIVE LEARNING: assessing the usefulness of these activities for learning and teaching in language classrooms (10 mins)

Plenary Speaker

Jamie Dunlea

Senior Researcher, Assessment Research Group,
British Council

 

 

 

 

Biography

Jamie Dunlea is a Senior Researcher for the Assessment Research Group at the British Council, based in London. He works on a range of language test development and validation projects for assessment systems designed and developed by the British Council, as well as collaborating on projects with researchers and organizations based in diverse contexts internationally.

He has worked in English language teaching and testing for over 23 years. After working as a classroom teacher for nine years in Japan, in 2002 he joined the Eiken Foundation of Japan, a not-for-profit organization which is the largest provider of EFL examinations in Japan. From 2009 to 2013, he led validation research into the EIKEN tests as the Chief Researcher. His research interests include standard setting in relation to the CEFR and the application of validity theory to language testing, in particular integrating the latest developments in validity theory with the experience and expertise of local educational and assessment contexts.

Since joining the British Council he has been involved in a range of large scale development and validation projects. These include applying the socio-cognitive framework for test development and validation to the development of detailed test specifications, using automated text analysis tools to investigate criterial features of test tasks at different levels of the CEFR, and mixed method validation studies of rating scales for tests of speaking and writing.


 

Plenary

Learning from language test development: Building a better understanding of the construct.

6th September 9.15 a.m. Ewart Hall

 

Underpinning the effective use of assessment both for learning and of learning is a clear description of the construct we intend to measure. Such a description is also essential for helping us to learn from assessment. While there are many directions that learning from assessment could take, this paper will focus on critically evaluating how well our tests do the job for which they were designed. Developments in validity theory over recent decades have provided useful tools for the field, but have also highlighted the lack of a comprehensive consensus model of second language acquisition to inform test development. Many of the models proposed do not provide the level of specificity, often by design, required to describe what language tests should target, and in particular how much of the “what” would be useful for identifying different levels of proficiency. Against this background, the socio-cognitive model of language test development and validation offers a way forward, building on the consensus points in the field but also providing explicit taxonomies of criterial features of language proficiency. The inclusion of cognitive processes in the model provides an especially powerful tool for creating test task specifications which can be clearly linked to the processes relevant to different levels of proficiency. Test tasks designed in this way are useful for learning, as they facilitate teaching to the construct rather than teaching to the test, and allow us to empirically evaluate if the tasks do indeed elicit the processes intended. The model thus provides a way of iteratively adding to our growing understanding of what language proficiency is, thus allowing us to essentially learn more about the construct as we apply and adapt the model to test development. 

Plenary Workshop

Using task specifications to design reading tasks that work

5th September 3.30 p.m. Oriental Hall

 

Underlying all good test tasks is an explicit design template referred to as a specification, or spec. The task spec should not only make clear what the purpose of the task is, but also clearly identify criterial features of the text and any items attached to it which can be manipulated to adjust difficulty. The workshop will demonstrate how an explicit model of language test validation can help to determine what criterial features should be included in the test specification, including how to design tasks which elicit the kind of cognitive processing relevant to different levels of proficiency, Examples of actual task specifications will be used to illustrate how this can be done in practice, with criterial features linked to different levels of a  widely used international proficiency framework, the Common European Framework of Reference (CEFR).  In the past, determining aspects of task difficulty was often simply a matter of expert judgment, something that is hard to quantify and even harder to replicate consistently. Item writers and test developers now have a range of software tools at their disposal, many of which are freely available online. These tools allow them to easily identify when texts differ from the criterial parameters in the specifications. To illustrate these principles, the presenter will demonstrate the use of software tools to identify how an input text might differ from the specs, and participants will work together to revise a text to bring it closer to the design template.


Conference Programme Monday 5 September

Room/ Time

Ewart

Oriental

Armenian

Marriott

0900-1000

 

Registration

 

1000-1030

Welcome and Opening Ceremony

 

 

 

1030-1130

Plenary: Hargreaves

 

Maximising the learning potential of assessment

 

1130-1230

Lunch break

Lunch break

Lunch break

Lunch break

1230-1330

El Nekhely

21st Century: shifting from judging towards understanding in assessment

Abdel Latif

Promoting teachers’ assessment literacy

Mishriki & Demian

Portfolio: student-teacher involvement in learning and assessment of writing

Haggag

Electronic polling of MCQ items in EFL classes

1330-1430

Sancheti

Student reflection: a tool for self-assessment?

Sarhan

Positive washback in action

Poster Session

Abdel Haliem

Emam

Omara

Pronoza

Ramadan

Can I be an “A” student without passing a test? An assessment for/as learning approach in a creative writing class

1430-1530

Roy

Exploiting IELTS to help develop students speaking skills

Mohamed & Abdel Haliem

Using rubrics in E-classes to enhance ESL teaching and learning

Zaki

Fake it till you make it : critical thinking in assessments

Ali

Designing dyslexia-friendly assessment tasks

1530-1630

El Sheikh

Using alternative assessments to improve the language learning process

Plenary Workshop

Dunlea

Using task specifications to design reading tasks that work

Bakr

Using E-portfolios in developing formative assessment and attitudes towards EFL

1630-1700

 

 

 

Amer & Ismail

Special Session: Extending the discussion


Conference Programme Tuesday 6 September

Room/ Time

Ewart

Oriental

Armenian

Marriott

0915-1015

Plenary:

Dunlea

Learning from language test development: Building a better understanding of the construct

1030-1130

Forbes Barnett

EFL teaching strategies and high stakes tests-
IELTS in Shanghai

Ahmed

Collaborative assessment: A fundamental engine in a flipped classroom

Taha

Reflection as a powerful tool of AAL

Gendy

Assessment and what to assess

1130-1230

Lunch break

Lunch break

Lunch break

Lunch break

1230-1330

Shabara, Baza & Baza

Test item analysis made easy

Abdel Haliem

Using e-tools for English language assessment

Burrows

An Aptis approach to classroom assessment of productive skills

Elsagheer

The challenges of proficiency assessment within STEMLuxor students in Egypt

1330-1430

Abouelhassan

Adult ESL students’ academic writing reveals their readiness for college

Esnawy

Self-assessment for enhancing performance in ESL/EAP reading and writing

Horne

Mistakes are great! Giving effective feedback on writing assessment

Fahmy & Muhammad

Assessment: a symphony played by students in ESP courses

1430-1530

Fathelbab & Fairley

ePortfolios as an assessment tool for university educational effectiveness

Zaki

Formative classroom assessment techniques (CATs) for an interactive learning process

Ismail

Assessing your Assessments

1530-1630

Dayag

Empowering EFL learners through asset-based assessment

Plenary Workshop

Hargreaves

Assessment as Learning: promoting enquiry and talk in the language classroom

Abd Allah

Discussion as a formative language assessment tool for virtual classrooms

1630-1700

Closing Ceremony


 Concurrent sessions


Abd-Allah, Nour El-Din G

Ministry of Education, Egypt

 

 

Discussion as a formative language assessment tool for virtual classrooms

Workshop

Date6 September

Time3.30 p.m.

Room Marriott

The workshop investigates the practice of discussion for virtual classrooms. The participants will look into the nature of the virtual classroom. Then, the participants will consider how to raise discussion questions in class. They will also consider some challenges involved in using online discussion and possible solutions.

 

Biography

I taught/instructed English as a foreign language since 2007. I have trained teachers of English and other subjects taught in English for 3 years. I am a certified trainer with the British Council in Egypt.

 

Abdel Haliem, Dr. Rasha O.

The Higher Technological Institute, Egypt

 

 

Enhancing ESL teaching/ learning using class assessment techniques and E-tools

Poster

Date5 September

Time1.30 p.m.

Room Armenian

This presentation aims at giving teachers an idea about classroom assessment techniques, and how they can be used in coordination with e-tools to enhance the teaching and learning processes. The presenter will introduce classroom assessment techniques and show how be used in coordination with e-tools according to teacher's curriculum design.

 

Biography

Rasha Osman Abd el Haliem, an English lecturer and TKT (Teacher Knowledge Test) trainer, at the Higher Technological Institute. I am highly interested in teaching adults, using technology and assessment issues.

 

Abdel Haliem, Dr. Rasha O.

The Higher Technological Institute, Egypt

 

 

E-tools for English language assessment

Workshop

Date6 September

Time12.30 p.m.

Room Oriental

This presentation aims at giving teachers an idea on how to use different e- tools in English language assessment for and of learning. The presenter will introduce a number of free e-tools and show how they can be used in assessment according to the teacher's curriculum design.

 

Biography

Rasha Osman Abd el Haliem, an English lecturer and TKT (Teacher Knowledge Test) trainer, at the Higher Technological Institute. I am highly interested in teaching adults, using technology and assessment issues.

 


 


Abdel Latif, Maha H.

Arab Academy for Training Technology

 

Promoting teachers’ assessment literacy

Paper

Date5 September

Time12.30 p.m.

Room Oriental

Can technological apps help us achieve teachers' Assessment Literacy? A blended Program can help teachers and senior teachers apply assessment all through the year and get a real feedback by the end of each semester. Join us to get the details and try it yourself!!

 

Biography

Maha is a Teacher Trainer, Head of English Dept. at Arab Academy for Training Technology and founder of Maha ESL Training Community. She has presented at a number of international conferences.

 

Abouelhassan, Radi S

Community College of Qatar

 

 

Adult ESL students’ academic writing reveals their readiness for college

Paper

Date6 September

Time1.30 p.m.

Room Ewart

This session shares findings of research that examine how assessment of writing compositions reveals cognitive skills that adult ESL students have. It aims to provide a framework to assess students’ writing to find out the gap between cognitive skills that students have and skills they need to succeed in college.

 

Ahmed, Marwa W.

The American University in Cairo

 

 

Collaborative Assessment: a fundamental engine in a flipped classroom

Workshop

Date6 September

Time10.30 a.m.

Room Oriental

The way instructors assess the students' tasks is really what distinguishes one flipped classroom from another. Many instructors go through that process routinely, which often goes well. However, things go wrong for unknown reasons as time proceeds. Therefore, it's important to implement the techniques of collaborative assessment to accomplish learning.

 

Biography

I am an instructor and teacher trainer at the American University in Cairo. I am also the supervisor of the English Department at Patriarchal College.

 

Ali, Rasha S. Mohammed

British Council Egypt

 

 

Designing dyslexia-friendly assessment tasks

Workshop

Date5 September

Time2.30 p.m.

Room Marriott

This presentation will shed light on what kinds of assessment methods and tasks can help dyslexic language learners to display their foreign language knowledge and what types of accommodations are useful to provide a fair assessment of the abilities of dyslexic language learners. It will also provide guidance on the basic criteria for the reliability and validity of language tests and how they interrelate with concepts of fairness in language testing.


 

Biography

Rasha Samir is a Cambridge CELTA holder and teaches at the British Council in Cairo. She has been teaching in different educational institutions such as Cairo University, MUST, MSA and Ain Shams University. She is an MA holder. She is particularly interested in teaching young learners. She did the CELTYL and the Ciselt at Cambridge University two years ago. Lately, she has done a number of online courses about dyslexia.

 

Bakr, Eman M.

Hurgahda College of Education, South Valley University

 

 

Using E-portfolios in developing formative assessment and attitudes towards EFL

Paper

Date5 September

Time3.30 p.m.

Room Armenian

The presentation will discuss using student E-portfolios in developing writing skills, through formative assessment practices, and attitudes towards EFL through reporting my M.A thesis study entitled “The effectiveness of Using E-Portfolios on Developing Secondary School Students' Formative Assessmentand Attitudes towards EFL". A PowerPoint presentation and a short video clip, approximately 5 minutes, about my E-portfolio module formative assessment will be included.

 

Biography

I'm an English language teacher at Hurghada Educational Administration and a researcher at the Curricula & Instruction Dept., Hurghada Faculty of Education. I have finished my master degree in language assessment.

 

Burrows, Stephen

British Council - Aptis

 

 

An Aptis approach to classroom assessment of productive skills

Workshop

Date6 September

Time12.30 p.m.

Room Armenian

This presentation will highlight how the theory behind Aptis rating scales can be applied by teachers in classroom-assessment. Attendees will learn how to use succinct, CEFR-related criteria to level-specific tasks in order to assess their students' speaking and writing and outline the paths towards informed language development.

Biography

Stephen Burrows has worked for the British Council for over 10 years as a teacher, teacher trainer, item writer, examiner and examiner manager. He has been involved with British Council's Aptis English language test since 2012, first as an item writer and then subsequently as examiner manager. He is responsible for training and monitoring a pool of over 130 global Aptis examiners who mark productive skills test components via a web-based marking platform.

 


 

Dayag, Joseph J.

Shinas College of Technology

 

 

Empowering EFL learners through asset-based Assessment

Paper

Date 6 September

Time3.30 p.m.

Room Ewart

This paper dwells on asset-based assessment within the context of positive change for EFL student empowerment. It aims to shed light on how asset-based assessment recognizes the reality that students learn English as a Foreign Language (EFL) effectively in an encouraging and non-threatening environment. In this paper presentation, the presenter shall differentiate asset-based assessment from traditional assessment that promotes a deficit-mindset. Then, they will suggest and demonstrate varied assessment techniques and strategies which can boost the confidence of EFL learners and empower them to learn EFL with a positive disposition.

 

Biography

Dr. Joseph Decena Dayag is an educator and researcher. His interests include language education, curriculum development, assessment, and technology in education. A Doctor of Philosophy in Language Education, Dr. Dayag has presented papers and workshops in various international conferences. At present, he is registered as a reviewer for three reputable journals and The Research Council of the Sultanate of Oman.

 

El Nekhely, Mai A.

AMIDEAST

 

 

21st Century: shifting from judging towards understanding in assessment

Paper

Date5 September

Time12.30 p.m.

Room Ewart

The presenter will share her experience of applying a new trend of assessment which allows her to shift from "judging" towards "understanding" where the learners are, besides monitoring the 21st century skills. A video display will be present. Audience participation is welcome.

 

Biography

I am an EFL instructor at AMIDEAST, Suez with a BA in English and a Master's Degree in TEFL. I teach at the English Access Microscholarship Program. I attended an Access workshop in the US.

 

El Sheikh, Lamiaa Z.

British Council Egypt

 

 

Using alternative assessments to improve the language learning process

Paper

Date5 September

Time3.30 p.m.

Room Ewart

Do you still use traditional assessment tools? Recently, alternative assessment tools have proved to have a profound influence on the language learning process. In this session, we will contrast traditional assessments with alternative ones and see the benefits of using the latter in the ESL context.


 

 

Biography

I graduated from Alsun College in 2000. I took an Associate degree in Science from Excelsior College in New York in 2004. I also taught at the public schools of California as a Guest teacher for 5 years, after passing CBEST (California Basic Educational Skills Test) and CSET (California Subject Examination for Teachers) examinations in 2006 and 2007, respectively. I have been working at the British Council since 2012. I took the CELTA certificate and the DELTA diploma from Cambridge University in 2011 and 2015, respectively.

 

ElSagheer, Abdulrazak M.

STEMEgypt

 

 

The challenges of proficiency assessment within STEMLuxor students in Egypt

Paper

Date6 September

Time12.30 p.m.

Room Marriott

This research paper describes the challenges of proficiency assessment within STEMLuxor students in Egypt as quantified by an 11-item questionnaire and analyzed by effects analysis of average frequency percentage. Almost all STEMLuxor students shared some sort of proficiency assessment challenges and these challenges increased in males more than in females.

 

Biography

Abdulrazak Mohamed has just come back from a research scholarship at the University of Florida in the United States. Now, he is STEMLuxor academic principal. He has published widely on English language teaching and learning.

 

Emam, Mohamed

Heliopolis Modern Language School

 

 

Assessing higher order thinking

Poster

Date5 September

Time1.30 p.m.

Room Armenian

Educators know it's important to get students to engage in "higher-order thinking." But what does higher-order thinking actually look like? And how can K-12 classroom teachers assess it across the disciplines? In this poster session, principles for assessing higher-order thinking are discussed.

 

Biography

After graduating from AUC, Mohamed started working in Heliopolis Modern Language School, where he serves as the Provost/President. Mohamed is also a member in ASA (American Sociological Association), BSA (British Sociological Association), Foundation for Critical Thinking, and PMI [Project Management Institute] Academic Group. He’s also been Certified as a Professional Trainer by the American University in Cairo in March 2015. In addition, Mohamed serves as the Chief Internal Lead Evaluator for his school, which has so far hosted 4 accreditation external reviews. He has also served as an External Review Team Member with AdvancED. Currently, he's working in his MA in International Education.

 


 

Esnawy, Susan

The American University in Cairo

 

 

Self-assessment for enhancing performance in ESL/EAP reading and writing

Paper

Date6 September

Time1.30 p.m.

Room Oriental

ESL/EAP learners’ self-assessment is integral for their autonomy. A brief description of a self-assessment study, of freshman English for Academic Purposes students, which shows a correlation between their self-assessment and performance, will be presented, followed by implications for which classroom activities to use to enhance student learning and autonomy in reading and writing

 

Biography

Susan Esnawy, Senior Instructor, ELI, ALA, AUC, Egypt, has taught EAP/ESL for many years in several countries, to students of different ages and language backgrounds. She is interested in assessment and educational technology.

 

Fahmy, Nashwa L. and Muhammad, Yumna

Al-Azhar English Training Centre, Al-Azhar University

 

 

Assessment: a symphony played by students in ESP courses

Paper

Date6 September

Time1.30 p.m.

Room Marriott

Assessment as learning has recently become in great demand in EFL classes especially in ESP courses. This presentation will show how you can tailor assessment to help students to create their own assessment criteria to be better able to evaluate themselves - the process through which they acquired new skills.

 

Biography

Nashwa Fahmy is a graduate of the Faculty of Humanities, English department, Languages and Simultaneous Interpretation, Al-Azhar University. Nashwa has taught at Al-Azhar English Training Centre (AAETC) since 2010. She works as an English instructor, trainer and extra-curricular coordinator. She holds a Diploma in Education from Al-Azhar University and TKT certificate from Cambridge University. Nashwa is the assessment coordinator at AAETC and has conducted speaking exams for Al-Azhar institutes. Nashwa aspires to a time when students believe in the power of assessment in creating better learning atmosphere.

Yumna Muhammed Aly is a graduate of the Faculty of Humanities, English department, Languages and Simultaneous Interpretation, Al-Azhar University. She has taught at Al-Azhar English Training Centre (AAETC) since 2013. She works as an English teacher and fee-paying courses coordinator. She holds a Diploma in Education from Al-Azhar University and TKT certificate from Cambridge University. She holds a pre-masters Diploma in English literature and is working on her thesis. Assessment for her is like clay, which needs an artist to create a masterpiece.

 


 

Fathelbab, Heba and Fairley, Mariah

The American University in Cairo

 

 

ePortfolios as an assessment tool for university educational effectiveness

Paper

Date6 September

Time2.30 p.m.

Room Armenian

ePortfolios are becoming a favored university assessment tool at both the student and course level, and also at the program level. Presenters will share considerations for effective design and implementation, based on their experience in implementing a program ePortfolio. Participants will leave with guidelines for adaptation to their own contexts.

Biography

Heba Fathelbab is the Director of Assessment and Accreditation at the American University in Cairo (AUC); she also teaches in the Rhetoric and Composition Department at the university. She earned her MA in TEFL from AUC and has over 15 years of teaching, teacher training, administration and assessment experience. Her interests include assessment, blended learning, curriculum development and teacher training.

Mariah Fairley is an English instructor in the IEP and also teaches an MA TESOL Methods course and Rhetoric and Composition courses at the American University in Cairo. She has been teaching English for over 15 years and her interests include student engagement, academic reading and discussion skills, and teacher training, in addition to meaningful integration of technology into teaching.

 

Forbes-Barnett, Marsha

British Council China

 

 

EFL Teaching strategies and high stakes tests - IELTS in Shanghai

Paper

Date6 September

Time10.30 a.m.

Room Ewart

This paper addresses the de facto impact of language tests on English language teaching methods in Shanghai, China with the aim of highlighting possible ethical concerns and promoting best practices.

 

Biography

Marsha Forbes-Barnett is a linguist by profession and holds a Ph.D in Linguistics from the University of the West Indies in Kingston, Jamaica. She currently serves as an English Language Assessment Consultant with the British Council in Shanghai.

 

Gendy, Ahmed M

Ministry of Education, Egypt

 

 

Assessment and what to assess

Paper

Date6 September

Time10.30 a.m.

RoomMarriott

Undoubtedly, teaching cannot go in the right direction without assessment. Some teachers think that assessment is considered after teaching. Others think that methods of assessment should be considered in advance. What is more important: "Do we assess learning? or Do we assess for learning?" "Do we assess as learning?" What is the difference? What is more helpful to students?

 

Biography

I taught English for more than 18 years in public secondary schools. Currently, I'm a central senior supervisor in Giza Educational Directorate in the Ministry of Education.

 


 

Haggag, Dr. Haggag M.

Hurgahda Faculty of Education, South Valley University

 

 

Electronic polling of MCQ items in EFL classes

Paper

Date5 September

Time12.30 p.m.

Room Marriott

The presentation discusses the concept of electronic polling of MCQ items in EFL classes. It discusses the theory and possible practices of scoring these items and managing students' responses online. It discusses how to respond to MCQs using e- polling forms. It proposes creating a virtual polling session over MCQ items.

 

Biography

He has a PhD in Applied Linguistics from University of Graz, Austria. He is a lecturer of TEFL and Linguistics. He is managing the languages and research institute at Hurghada Faculty of Education, South Valley University. His research interest is e-assessment.

 

Horne, Philip

British Council China

 

 

Mistakes are great! Giving effective feedback on writing assessment

Workshop

Date 6 September

Time1.30 p.m.

Room Armenian

This workshop will focus on enabling teachers to become more efficient markers of students’ written work, both in terms of time and learning potential. We will discuss time-effective ways to mark (including the role of oral feedback and reflection), and strategies enabling students to learn and develop from mistakes.

 

Biography

My name is Philip Horne. I have worked in ELT since 2008, and for the British Council in Egypt, Slovakia, Tunisia and (currently) China. I am Delta-qualified, and hope to begin my MA studies this year. I have developed a professional interest in teaching exam classes and, more generically, in language assessment. My current role is as an IELTS examiner is the East China region, based in Shanghai, and I also deliver corporate English classes and teacher training.

 

Ismail, Tamir

British Council Egypt

 

 

Assessing your assessments

 

Date 6 September

Time2.30 p.m.

Room Marriott

Learning from assessment requires us to stop and reflect on our existing practices. Shifting from evaluative to formative assessment is the agreed goal but what is the action plan? This session will present the next steps in developing assessment that keeps learning central and will give participants the chance to see how minimal changes to current practices can help achieve this.

 

Biography

Tamir Ismail is the Exams Academic Manager for British Council Egypt, where he has been working since 2012. He has several years of teaching, training, and testing experience – within an ELT context – and has worked in four countries. His areas of expertise are in IELTS and Aptis testing, and he has presented at several international conferences.

 


 

Mishriki, Afaf Z and Demian, Amani

The American University in Cairo

 

 

Portfolio: Student–teacher involvement in learning and assessment of writing

Paper

Date 5 September

Time12.30 p.m.

Room Armenian

This presentation will include a very brief overview of the literature on portfolio assessment of writing, its advantages, challenges and the best ways to utilize it. It will report on the results of a survey given to first-year students and teachers at an English-medium university regarding their experience with and attitudes toward portfolio assessment followed by conclusions and recommendations.

 

Biography

Afaf Mishriki. English Language Senior Instructor at the American University in Cairo. Has been teaching English for Academic Purposes for 27 years, with special interests in assessment and material development.

Amani Demian. English Language Senior Instructor at the American University in Cairo. Has been teaching Intensive English for 29 years, with special interests in communicative learning and motivation.

 

Mohamed, Nashwa Rashed

MUST and

Abdel Haliem, Dr. Rasha O.

The Higher Technological Institute, Egypt

 

 

Using rubrics in E-classes to enhance ESL teaching and learning

Paper

Date5 September

Time2.30 p.m.

Room Oriental

This presentation aims at giving teachers an idea of how to create rubrics for the content and use of e-classes created to enhance ESL teaching and learning. Rubrics will also be created or adapted for activities assigned activities. A number of free platforms for creating rubrics will be introduced.

 

Biography

Nashwa Rashed Mohamed: I’m an English Instructor and trainer, I have been teaching English for almost 6 years, I have finished my translation diploma at AUC, and I’m doing my Master degree in Linguistics at Ain Shams university.

Rasha Osman Abd el Haliem, an English lecturer and TKT (Teacher Knowledge Test) trainer, at the Higher Technological Institute. I am highly interested in teaching adults, using technology and assessment issues.

Omara, Samir

IDGL School, Monofia

 

 

Spotlight on classroom assessment

Poster

Date5 September

Time1.30 p.m.

Room Armenian

The "Spotlight on Classroom Assessment" poster session will help participants to focus on classroom assessment, purposes and benefits, principles and guidelines and preparing for using classroom assessment techniques effectively. It will help participants to share some assessment techniques in language classrooms and their impact on teaching and learning continuously.

 

Biography

I have been a teacher of English since 1998 and a teacher trainer since 2011. I have BA of education, special diploma of education, professional diploma of special education and AUC educational diploma of leadership.

 


 

Pronoza, Yevgeniya

Sultan Qaboos University, Oman

 

 

Construct validation: challenges of a multi-level language program

Poster

Date5 September

Time1.30 p.m.

Room Armenian

The poster will highlight some practical ideas and considerations while dealing with the challenges of implementing the test constructin a multi-level English Language Foundation Programme. Namely, the presenter will share ideas on how her programme deals with theconstruct underrepresentation, construct overrepresentation, individual interpretation of the construct by test writers, and the problem of test validation.

 

Biography

Yevgeniya has been teaching English to various age groups for 15 years. She has taught in Ukraine and Oman. Lately, she has been teaching EAP and General English to university students. She is also the Head of the Assessment Unit at Sultan Qaboos University, Language Center, Oman. Her interests are in the field of testing and assessment.

 

Ramadan, Dr. Enjy K.

Helwan University, Faculty of Arts

 

 

Can I be an “A” student without passing a test? An assessment for / as learning approach in a creative writing class

Workshop

Date5 September

Time1.30 p.m.

Room Marriott

This presentation aims at highlighting the importance of assessment for / as learning as more powerful tools in enhancing EFL learners’ skills and knowledge than just measuring their learning through tests. In a creative writing class, learners are encouraged to develop their voices, which helps in maximizing their learning potential.

 

Biography

Enjy Kamal Ramadan is a lecturer at the Faculty of Arts, Helwan University. She got her M.A. in Caribbean literature. She got her Ph.D. in Comparative literature. Her fields of interest are EFL, ESP and testing.

 

Rashidipourfard, Rezvan

Teachers University

 

 

Helping teachers to learn from peer and self-assessment

Paper

Date 6 September

Time2.30 p.m.

Room Ewart

This presentation focuses on the use of peer and self-assessment to raise the awareness and develop the skills of a group of teacher students participating in an oral presentation course at Teachers University. The presenter shares the students’ feedback about their leaning both as a student and as a teacher.

 

Biography

Rezvan Rashidi is a teacher educator and teacher trainer. She has developed and presented different PD courses and workshops for the secondary and tertiary level teachers. She is particularly interested in teacher development and reflective practice.

 


 

Roy, Kishore

British Council Egypt

 

 

Exploiting IELTS to help develop students speaking skills

Paper

Date 5 September

Time2.30 p.m.

Room Ewart

Effectively developing productive language skills is a constant challenge for teachers. This session will focus on developing and assessing speaking skills, using the assessment criteria and question types of the IELTS test. Classroom practitioners will get practical ideas on exploiting globally used tests and applying them to their classroom contexts.

 

Biography

Kishore Roy has worked for the British Council for 20 years, working in 7 countries, covering a variety of different roles (including EFL teacher, academic manager, exams administrator, digital materials developer, and teacher trainer). He is currently Country Exams Manager at the British Council Egypt.

 

Sancheti, Pooja

Sultan Qaboos University, Oman, Language Centre

 

 

Student reflection: a tool for self-assessment?

Paper

Date5 September

Time1.30 p.m.

Room Ewart

The presentation aims at understanding the purpose of ESL/EFL students’ self-reflection. It raises several points for discussion: should reflection be guided? What benefits can it bring to the assessment of a course/ program? Can subjectivity be controlled? The study compares students’ opinions with teachers’ opinions.

 

Biography

Mrs. Pooja Sancheti is the Deputy Director for Curriculum, Assessment and Student Support in the Language Centre at Sultan Qaboos University, Oman. She has an MA in English and is currently pursuing her M. Phil research in English language. She has sixteen years of experience in teaching English to Arab learners. She has presented papers and conducted workshops at national and international conferences concerning skills development. Her research interests include EFL teaching and testing approaches. She believes thinking critically is the key to learning and education is all about pursuit of knowledge.

 

Sarhan, Entesar E.

E-ERA

 

 

Positive washback in action

Workshop

Date 5 September

Time1.30 p.m.

Room Oriental

Washback is a type of impact, which relates to the effects of high stake tests on classroom practices, particularly teaching and learning. It can be positive or negative, to the extent that it either promotes or impedes the accomplishment of educational goals held by learners and/or program personnel.

 

Biography

I am an Education Activist and School Teacher who is interested in girls and women education, gender disparities, adult literacy, and teaching of English as foreign language. I believe in and advocate for the imperative need for education development in developing countries and the fundamental role of education and literacy in social and human development and transforming lives.

 


 

Shabara, Dr. Ramy, Baza, Iman and Baza, Marwa

The American University in Cairo, School of Continuing Education

 

 

Test item analysis made easy

Paper

Date 6 September

Time12.30 p.m.

Room Ewart

Since test item analysis provides useful information about the quality and usefulness of tests and many researchers and teachers lack the basic skills of conducting statistical methods required, this presentation aims at providing the attendees with the opportunity to learn about simple, yet fundamental, statistical methods used for both norm-referenced and criterion-referenced test item analyses (e.g. item-difficulty index, item discrimination index, item sensitivity to instructions, etc.).

 

Biography

Ramy Shabara is the Manager of the Evaluation, Testing & Assessment Department, School of Continuing Education, AUC and the Team Leader of Speaking Examiners, Cambridge University, UK. His research interests include corpus linguistics, teacher education and language assessment.

Iman Baza is an EFL instructor at the American University in Cairo. Iman is an MA holder of TEFL. Her previous experience includes working in the UAE and Kuwait. Her research interests include applied linguistics, language assessment and teacher training.

Marwa Baza is an EFL instructor at the American University in Cairo. Marwa is an MA holder of TEFL. Her previous experience includes working in the UAE and Kuwait. Her research interests include applied linguistics, language assessment and teacher training.

 

Taha, Fatima M.

Al-Azhar English Training Center, Al Azhar University

 

 

Reflection as a powerful tool of AAL

Paper

Date 6 September

Time10.30 a.m.

Room Armenian

Reflection, a skill that is rarely taught in our classroom, can be the most powerful tool of assessment as learning. This presentation will present four different ways of self-assessment that can teach students how to assess their own learning (AAL) and guide their teacher for better future practices (AFL).

 

Biography

Fatima Taha is currently working at Al Azhar English Training Centre, Al Azhar University. She holds the Cambridge TKT and has 9 years of ESL/ESP experience. She presented at NileTESOL 2015 as well as the NileTESOL professional development event at Suez, July 2016. She is an IATEFL and British Council registered blogger. She is interested in ELT experimental practices and Extensive Reading.

 

Zaki, Rania

National Institutes

 

 

Fake it till you make it: critical thinking in assessments

Workshop

Date 5 September

Time2.30 p.m.

Room Armenian

Have you ever used critical thinking in assessment? Are you interested in it? If yes, come enrich this workshop. If no, or not sure, join in and learn about one of the most important 21st century skills. The presenter will offer applicable ways of critical thinking.

 

Biography

I am an English Language Teacher and Teacher Trainer at the National Institutes. I am also a presenter, I have presented at a number of international Conferences such as; Nile TESOL International Conference 2015 and 2016 at the AUC, also at TESOL Arabia International Conference 2016 in Dubai and CDELT International Conference at Ain Shams University 2015.

 

Zaki, Mayada

British University in Egypt

 

 

Formative classroom assessment techniques (CATs) for an interactive learning process

Workshop

Date 6 September

Time2.30 p.m.

Room Oriental

This workshop will present informal classroom assessment techniques (CATs) suggested by Angelo& Cross (1993), and review how they can be used to enhance students’ ownership of learning, and their performance as well as teachers’ regular evaluation. This workshop will show the difference between CATs and testing, will review the most practical techniques and relate them to the EFL and EAP courses; then it will include how to craft and administer the different techniques and how to analyze the attained data. Finally, a hands-on activity will be provided for the audience to relate the different CATs to their courses and students.

 

Biography

The presenter is a PhD candidate in applied linguistics, has her MA in TEFL, and is an assistant lecturer in the British University in Egypt. Research interests include development of language proficiency, online education, critical thinking and academic writing, assessment.

 

 

 

Extending the Discussion: A bridge to ILACE 2017

 

Conferences are thought-provoking and idea-generating – let’s take advantage of that.

 

You are invited to our “Extending the Discussion” session at 4:30pm on September 5th in the Marriott room.

 

This session willgive all conference guests the opportunity to:

 

  • Reflect on their learning in conference
  • Debate topics or ideas heard in sessions
  • Brainstorm ideas for potential proposals for ILACE 2017
  • Meet the ILACE 2017 co-chairs
  • Contribute to the setting of ILACE 2017 conference theme

 

This session is intended to be less formal and more flexible than other conference sessions – essentially it’s a chance to give you the microphone.

 

Looking forward to seeing you all there.

 

Wael Amer & Tamir Ismail

ILACE 2017 Co-chairs

 


 

Notes


Presenters Contact Information


Abd-Allah, Nour El-Din G

nournegm@ymail.com

Abdel Haliem, Rasha O

rashaosman77@yahoo.com

Abdel Latif, Maha

   maha_teacherprofessional@yahoo.com

Abouelhassan, Radi

radi.abouelhassan@ccq.edu.qa

Ahmed, Marwa W

m.w.ahmed@sce.aucegypt.edu

Ali, Rasha S Mohammed

rasha.samir@britishcouncil.org.eg

Bakr, Eman

emanmohyeldeen5@gmail.com

Baza, Eman

emanbaza@aucegypt.edu

Baza, Marwa

marwabaza@aucegypt.edu

Burrows, Stephen

stephen.burrows@britishcouncil.org

Dayag, Joseph D

jddayag30@gmail.com

Demian, Amani

amanid@aucegypt.edu

El Nekhely, Mai

mai_eassa@yahoo.com

El Sheikh, Lamia

   Lamiaa.ElSheikh@britishcouncil.org.eg

Elsagheer, Abdulrazak

aalsagheer@gmail.com

Emam, Mohamed

moh_emam17@yahoo.ca

Esnawy, Susan

sesnawy@aucegypt.com

Fahmy, Nashwa L

Nashwa.lotfy@alazharetc.com

Fairley, Mariah

mariah@aucegypt.edu


Fathelbab, Heba

heba.f@aucegypt.edu

Forbes-Barnett, Marsha

marshaforbes@gmail.com

Gendy, Ahmed M

ahmed_alienglish@yahoo.com

Haggag, Haggag M

doctorhaggag@yahoo.com

Horne, Philip

philip.horne@britishcouncil.org.cn

Mishriki, Afaf

afaf@aucegypt.com

Mohamed, Nashwa Rashed

n.rashed85@gmail.com

Muhammad, Yumna M

yumna.muhammed@alazharetc.com

Omara, Samir

samir.omara76@yahoo.com

Pronoza, Yevgeniya

jenya@squ.edu.om

Ramadan, Enjy K

enjy74@yahoo.com

Rashidipourfard, Rezvan

rezvan_rashidi@yahoo.com

Roy, Kishore

kishore.roy@britishcouncil.org.eg

Sancheti, Pooja

pooja@squ.edu.om

Sarhan, Entesar E

sarasarhan4@gmail.com

Shabara, Ramy

ramy.shabara@aucegypt.edu

Taha, Fatima

fatima.taha@alazharetc.com

Zaki, Mayada T

mayadatz@aucegypt.edu

Zaki, Rania

raniazaki2010@yahoo.com



 

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