Academic Collaborations
2023.06.12
LTTC Delegation Attends LTRC in New York
The 44th Language Testing Research Colloquium (LTRC) was held in New York from June 5th to 9th, 2023. Researchers, scholars, and language teachers from the world gathered together to explore the latest developments in language testing in this new, post-pandemic era. The LTTC research and development team, led by Executive Director, Professor Li Shin Ying, presented research results related to learning-oriented diagnostic and academic English assessment.
On June 7, the LTTC delegates hosted a forum entitled Using Diagnostic Feedback to Promote Equitable Language Assessment in a Digital Era: An exploration into the interaction of assessment design, technology, and learners, exploring the use of digital technology to enhance diagnostic functions in tests. Four research teams from Europe, the U.S., and Asia showcased how they utilize digital technology to design diagnostic assessments suitable for various learning contexts. This includes the collaborative research on Dr. GEPT between the LTTC and the University of Bedfordshire in the UK. The forum concluded with a comprehensive review by Professor Barry O'Sullivan, a consultant committee member for the BESTEP test, who elaborated on the effective integration of teaching, assessment, and technology through contextualized and systematic approaches.
Since the development of speaking and writing assessments had been a widely discussed topic among participants in this conference, on June 8, the LTTC delegates presented a paper entitled Co-constructing with Stakeholders the Performance Descriptors for an English Productive Skills Test, sharing expertise and experiences in developing learner-centered academic English speaking and writing tests. The LTTC researchers explained how the LTTC interacted with university English and subject teachers during the test development process, while also gaining a deeper understanding of students' perspectives, in order to collaboratively construct assessment tools that align with the learning context of higher education in Taiwan.
Since the development of speaking and writing assessments had been a widely discussed topic among participants in this conference, on June 8, the LTTC delegates presented a paper entitled Co-constructing with Stakeholders the Performance Descriptors for an English Productive Skills Test, sharing expertise and experiences in developing learner-centered academic English speaking and writing tests. The LTTC researchers explained how the LTTC interacted with university English and subject teachers during the test development process, while also gaining a deeper understanding of students' perspectives, in order to collaboratively construct assessment tools that align with the learning context of higher education in Taiwan.
