The 5th International Language Assessment Conference in Egypt (ILACE) 2019

From: 9/3/2019   To: 9/4/2019


The Fifth
International Language Assessment Conference in Egypt


ILACE 2019


September 3-4, 2019

 The American University in Cairo (AUC) – Downtown Cairo (Tahrir)  



Assessment in Practice:

Applying Testing Principles to Classroom Use



The American University in Cairo and the British Council in Egypt are pleased to announce the fifth International Language Assessment Conference in Egypt (ILACE 2019), taking place on September 3–4, 2019. 


The theme for ILACE this year focuses on the practice of assessment and, crucially, how key principles and the latest theories in assessment can inform our assessment practices within the teaching and learning environment. 


Much work has been done linking testing principles, theories and research to the development of high-stakes, standardised tests with a focus on enhancing the validity and reliability of these assessments. However, a far larger number of people, young learners and adults, are taking classroom-based assessments in diverse learning contexts that may include schools, colleges, universities or private language centres. Classroom practitioners are increasingly playing an instrumental role in the design and development of classroom assessments, and while many consult the literature to understand key principles and concepts in testing, evaluation, and assessment, it cannot be assumed that this process is easy, that the information they find is accessible, or that the learning is directly applicable to the classroom context.


ILACE 2019 seeks to address this problem by inviting proposals that help us bridge the gap between theory and practice and between standardised testing and localised, classroom assessment. ILACE 2019 aims to support teachers in developing their assessment literacy and ultimately in their ability to select and create meaningful, appropriate, and accurate classroom assessments that can help both teachers and students obtain quality summative and formative data on student learning and performance.


Key questions to be explored at ILACE 2019:


  • What, if anything, can be taken from ‘high-stakes’ standardised tests to enhance our understanding and application of classroom assessments?
  • Which aspects of assessment literacy are key for classroom practitioners to develop? 
  • What do concepts such as ‘valid’ and ‘reliable’ look like within the context of classroom assessments? 
  • What do students and learners need from classroom-based assessments, and how might this differ from high-stakes assessment? 
  • How does effective classroom-based assessment enhance student achievement and the quality of educational outcomes? 
  • What are the barriers to embedding learning-oriented, or formative, assessment and how can educators overcome them? 
  • What can test developers and researchers do to better support teachers, test-takers and other ‘end-users’ in their learning process? 
  • Can technology enhance our ability to bridge the theory-practice gap through assisting teachers in the design of assessment and marking procedures? 
  • What changes/developments may be needed in teacher training and development programmes(either pre-service or continuing professional development activity) to support this agenda?


The conference organizers invite proposal submissions from all educators who are interested in language assessment. Submissions related to assessing other subjects in English are also welcome, as are proposals for sessions to be delivered in Arabic. While presentations addressing assessment theory are welcome, the conference organizers encourage all applicants to provide practical recommendations relevant to classroom teachers as much as possible.


The conference organizers are particularly interested in proposals related to:

  • Assessment literacy programmes
  • Classroom-based assessment design and rubric development
  • Practical assessment techniques
  • Innovative ways to assess large classes, group work and critical thinking
  • Fostering learners’ self-assessment and self-regulation
  • Opportunities and challenges for assessment policies and systems.


The deadline for receipt of proposals is May 1st, 2019.




Below are descriptions of the different types of presentation.


Presentation (45 minutes)

A presentation is a 30-35 minute talk covering the presenter’s research or demonstrating a new idea, followed by 10 minutes for questions and discussion with the audience.


Workshop (45 or 90 minutes) 

A workshop is an interactive session in which the facilitator guides the audience through the steps of implementing a new idea or technique. A workshop may include some formal presentation in which the facilitator explains the background and basics of the idea or technique. However, most of the session is dedicated to giving the audience hands-on practice with the new idea or technique, followed by time for discussion and questions.


Lightning Talk (20 minutes)

A lightning talk session is when short 20-minute presentations are given one after another in which the presenters illustrate their ideas or research. The talk is accompanied by a brief PowerPoint. Several presentations happen sequentially in the same room with the audience hearing one presentation at a time. At the end of the presentations, a brief period for questions is given. This type of session gives the audience a chance to attend multiple presentations.


Poster Session (1 hour) 

A poster session is an informal presentation in which the presenter uses a paper poster to illustrate new ideas or research. The poster is mounted on a board that includes a title, the name and institutional affiliation of the presenter(s), and brief pieces of text with clearly labeled photos, drawings, graphs, or charts. The poster is accompanied by a 10 minute oral explanation and followed by a brief period for questions. Several poster presentations happen simultaneously in the same room, with small audiences gathering around each poster to hear one presentation at a time. No AV equipment or electrical access is available. Detailed guidelines will be sent to accepted poster session presenters.


 Presenters whose proposals have been

accepted will be notified in June.







Submit Application