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Speakers, Abstracts and Posters

 

Keynote speakers

• Professor Lyle Bachman, UCLA, United States: Justifying the Uses of Language Assessments
• Professor (emer.) Christer Laurén, University of Vaasa, Finland: Assessing the impact of immersion programmes

 

Abstracts

• Abel Andrea, Vettori Chiara & Wisniewski Katrin: The influence of raters’ linguistic background on their interpretation of CEF scales (Abstract)
• Barni Monika, Bagna Carla & Machetti Sabrina: Unconscious government assessment policy: language tests for immigrant students in Italian schools (Abstract)
• Blair Barbara & Barsnes Bente: Tensions and synergies related to classroom assessment (Abstract)
• Brunfaut Tineke: The Relative Contribution of Grammar and Vocabulary to Explaining Reading Test Performance (Abstract)
• de Jong John H.A.L: Unwarranted claims about CEF alignment of some international English language tests (Abstract)
• de Jong Nivja & Hulstijn Jan: Relating ratings of fluency to temporal and lexical aspects of speech (Abstract)
• Dimova Slobodanka: Matura’s rocky road to success (Abstract)
• Galaczi Evelina D.: Quantitative and qualitative methodologies and the development of rating scales for speaking (Abstract)
• Gerassimenko Marina: An argument-based approach to the KIMEP English entrance test validation (Abstract)
• Green Anthony & Hawkey Roger: The process of writing items for a task-based test of reading (Abstract)
• Green Rita & Spoettl Caroll: Going national, standardised and live in Austria: challenges and tensions (Abstract)
• Hildén Raili & Martikainen Marja K.: Rater feedback on speaking assessment (Abstract)
• Johannesen Anders Fikke & Helnes Hildegun Lahlum: Synergies and tensions in computerized language testing (Abstract)
• Jones Glyn: Lexical cohesion as a predictor of item difficulty (Abstract)
• Kaftandjieva Felianka: Flaw & Order: World 1 and World 2 of Item Difficulty – Synergies and Tensions (Abstract)
• Lewkowicz Jo & Zawadowska-Kittel Elzbieta: Developing a new school-leaving exam of English in Poland: synergies and tensions (Abstract)
• Lopriore Lucilla: Assessing young learners´ progress in a longitudinal study: valuing learners´ perception (Abstract)
• Mäntylä Katja & Huhta Ari: Assessing derivative skills: EFL learners and English word-formation (Abstract)
• Nebel Anne: Understanding complexity in writing assessment tasks: toward a useful analytical framework (Abstract)
• Newbold David: Local institution, global examination, synergies and tensions in a process of co-certification (Abstract)
• Pavlou Pavlos & Tsagari Dina: Practices, policies and tensions in classroom-based assessment Abstract)
• Salaets Heidi & Timorova Sarka: Aptitude for interpreting: assessing what isn’t there (yet) (Abstract)
• Thomas Carole: From tension to synergy – the Bilkent experience (Abstract)
• Turk Ulle: Standardising the assessment of writing in English across nations in the military (Abstract)

Posters

• Arffman Inga: Developing translation work in international reading literacy assessments: translators´ view (Abstract)
• Hutterli Sandra: Test and standards – synergies and tensions when harmonising systems in Switzerland (Abstract)
• Kiszely Zoltan & Szabo Gabor: Is my B2 the same as your B1? Comparing language examination levels (Abstract)
• Lenz Peter: Supporting and assessing migrants´ language proficiency (Abstract)
• Schlak Torsten: Development and evaluation of a C-test for business German (Abstract)