10 -11 April 2014

Paris - France

Conference report

Language Assessment for Multilingualism:
promoting linguistic diversity and intercultural communication


Mapping Tests: Comparing Upper Secondary Students' Reading Skills in L1 and L2
by Lisbeth M Brevik, University of Oslo, Norway

Assessing Language Skills in the English for Engineering Students’ Classroom
by Ines Busch-Lauer, Westsächsische, Zwickau, Germany

The B2 level and its applicability in university placement tests
by Bart Deygers, KULeuven, Belgium and Cecilie Hamnes Carlsen, Vox, Norway

Développement d’un examen standardisé en Langue des signes française (LSF) destiné au public des entendants
Vincent Folny, CIEP, France, Chantal Surgot and Delphine Petitjean, Visuel-LSF, France

A TAP Study of Thai Test-takers' Processes of Taking a Chinese Vocabulary Test
by Xiangdong Gu, Consultant to Cambridge English Language Assessment, Chongqing University, China

Preliminary results on the test framework for an online sign language receptive skills test
by Tobias Haug, (University of Applied Sciences of Special Needs Education Zurich, Switzerland), Bencie Woll, (University College London, UK) Ros Herman (City University London)

Review on the state of the art on the sign language testing technologies
by Tobias Haug, University of Applied Sciences of Special Needs Education Zurich, Switzerland, and Wolfgang Mann, City University London, UK

An investigation into the impact of a workplace English language programme in Egypt
by Nahal Khabbazbashi and Hanan Khalifa, Cambridge English Language Assessment, UK

Assessing language for specific purposes: The role of background knowledge
by Christian Krekeler, Konstanz University of Applied Sciences, Germany

Investigating aspects of Assessment Literacy for teachers of English for Academic Purposes (EAP)
Anthony Manning, University of Kent, UK

The language of schooling and language requirements in mathematics and history
Eli Moe, University of Bergen, Norway and José Pascoal, University of Lisbon, Portugal

Assessment for the workplace: the new German test for doctors
by Sibylle Plassmann, telc - language tests, Germany

A Differential Item Functioning Study for Less Widely-Taught Languages
by Julia Todorinova and Mardik Andonyan, Department for Language Teaching, Sofia University, Bulgaria

Challenges of the test construct: Testing Samí as L2 in Finland
by Henna Tossavainen and Sari Ahola, University of Jyväskylä, Finland

Developing tests adapted for the deaf - according to the CEFR
by Rønnaug Katharina Totland, Margaret Farstad and Britt Greve, Vox, Norway

La evaluación lingüística como instrumento para motivar a los alumnos: el BULATS español en Taiwán
by Clara de Vega Santos, Universidad de Salamanca, Cursos Internacionales, Spain and Laura Vela Almendros, Universidad de Wenzao, Taiwan

Exploring the Chinese proficiency test, HanyuShuipingKaoshi and its washback effects: The test-takers’ perspective
by Shujiao Wang, McGill University, Canada

Fairness & Quality

Examining test fairness: Focusing on Rater Behavior in the Case of Employing Prospective English Teachers
by Tomoyasu Akiyama, Bunkyo University, Japan

Determining the Language Assessment Literacy of Admissions Decision-Makers in Higher Education
by Beverly Baker, McGill University, Canada

Effet du support de passation d'un test sur les résultats des candidats
by Hichem Belhocine, CIEP, France

Language standards for medical practice in the UK: issues of fairness and quality for all
by Vivien Berry and Barry O’Sullivan, British Council, UK

Comparing Native and Non-Native Raters of US Federal Government Speaking Tests
by Rachel Brooks, Federal Bureau of Investigation/ Language Testing and Assessment Unit, USA

Time for a new CEFR? Recommendations from the field
by Jozef Colpaert, Ann Aerts, Margret Oberhofer, Universiteit Antwerpen, Belgium

Formación en línea de examinadores: el modelo DELE
by Javier Fruns, Instituto Cervantes, Spain

From monolingual to bilingual through testing: Achievements of the OPENPAU Project (FFI2011-22442)
by Jesús García Laborda, Universidad de Alcalá, Spain

Contrôle de l'exposition des items utilisés dans des évaluations à grande échelle
by Sébastien Georges, CIEP, France

Cheating trends in large scale assessment
by Ardeshir Geranpayeh, Cambridge English Language Assessment, UK

How do we balance statistical evidence with expert judgement when aligning tests to the CEFR?
by Anthony Green, University of Bedfordshire, UK and Colin Finnerty, Oxford University Press, UK

Voice from Test-Takers: An Exploratory Study on the Business English Certificate (BEC) within a Chinese Context
 by Xiangdong Gu, Consultant to Cambridge English Language Assessment, Chongqing University, China

How valid is the CEFR as a construct for language test?
by Cecilie Hamnes Carlsen, Vox, Norway

Impact du type de support dans une épreuve d'expression écrite
by Pierre-Antoine Harlaux, CIEP, France

Impacts of international language assessments on multilingualism: evidence from iterative studies of Progetto Lingue 2000
by Roger Hawkey, Consultant to Cambridge English Language Assessment, UK, and Sarah Ellis, Cambridge English Language Assessment, Italy

Impact de la méthode de calcul du score sur les résultats des candidats
by Marianne Laurent, CIEP, France

Exploring reliability in assessing language exam performance in the Goethe-Institut's worldwide network of raters
 by Jane Lloyd, ALTE Validation Unit, UK and Christina Gregor, Goethe Institute, Germany

Meeting standards in assessing speaking: monitoring and improving the quality of examinations in Italian
by Jane Lloyd, ALTE Validation Unit, UK and Danilo Rini, CVCL, Italy

Investigating the use of voice synthesis in the language testing of students with SpLDs
Geraldine Ludbrook, Ca' Foscari University of Venice, Italy

Fair assessment for impaired test takers – problems and prospects
 by Anika Müeller-Karabil and Claudia Pop, TestDaF Institute, Germany

An update on the CEFR-J project and its impact on English language education in Japan
by Masashi Negishi, Tokyo University of Foreign Studies, Japan

Investigating the Dimensionality of L2 Reading Comprehension Competence in Taiwanese EFL Beginners
by Pei-Yu (Marian) Pan, National Taiwan Normal University, Taiwan, Jeng-Shin Wu, Hsin-Hao Chen, Yao-Ting Sung

Exploring Cultural Differences in Rating Oral Performance during the National English Language Examination in Estonia
by Liljana Skopinskaja and Suliko Liiv, Tallinn University, Estonia

When Braille is not enough anymore: New technologies for assessing candidates with special needs
by Michaela Stoffers, Goethe-Institut, Germany

Assessment of Spoken Interactions in Two Conditions: Teacher-to-Student versus Student-to-Student
by Claire Tardieu and Pascale Manoilov, Sorbonne Nouvelle, France

Assessing Students with Disabilities: Voices from the Stakeholder Community
by Lynda Taylor, consultant to Cambridge English Language Assessment, UK, and Hanan Khalifa, Cambridge English Language Assessment, UK

Test specifications and item writer guidelines in a multilingual world: issues and solutions
by John Tucker, Lancaster University, UK

Task-based language testing - avoiding the pitfalls and strengthening the potential
Willemijn van den Berg, KU Leuven, Belgium, Petra Poelmans, Fontys University of Applied Sciences, The Netherlands

A concurrent validity study of two academic placement tests
by Koen Van Gorp, KU Leuven and Lucia Luyten, KU Leuven and Sabine Steemans, University of Antwerp, Linguapolis – Institute for Language and Communication, Belgium

Ensuring Quality and Fairness in the Asian EFL context: Challenges and Opportunities
by Dr Jessica R. W. Wu, The Language Training and Testing Center, Taiwan

Teacher Involvement in High Stakes Assessment: Designing and Implementing an English Speaking Examination
by Daniel Xerri and Patricia Vella Briffa, University of Malta, Malta

Getting to know the Minimally Competent Person
 by Beate Zeidler, telc GmbH, Germany

Intercultural Communication

Assessing spoken EFL in Norway: How native-speaker centered?
by Henrik Bøhn, Østfold, Gro-Anita Myklevold, Østfold, University College, Norway

Assessing Competence in Intercultural Communication: The Interagency Language Roundtable Skill Level Descriptions
by Maria Brau, Federal Bureau of Investigation/Language Testing and Assessment Unit, USA

Speaking of and in languages – towards more discerning assessment in the international classroom
by Yuliyana Gencheva, Johannes Kepler University, Austria

Learning Oriented Assessment and intercultural communication
by Neil Jones, Consultant to Cambridge English Language Assessment, UK

Intercultural Competencies for entering the global workplace - a possible approach to assessment and validation
by Claudia Harsch, University of Warwick, UK

Education for mobility or intercultural competence? Parents’ attitudes toward foreign language learning
by Ana Jovanović, University of Kragujevac, Serbia

Cultural Familiarity and Reading Comprehension Performance: The test-takers' perspective   
by Trisevgeni Liontou, Greek Ministry of Education, Greece

The interplay between bilingualism and reading abilities in predicting reading literacy and attitudes towards reading
by Rita Marzoli, INVALSI, Italy

Assessing Intercultural Competence in the Language Classroom
by Aleidine Moeller, Kristen Nugent and Sarah Osborn, University of Nebraska-Lincoln, USA

Profiling Teacher Competences: the multilingual validation of the European Profiling Grid (EPG)
by Brian North, EAQUALS, Switzerland

The first Language Assessment course in Kazan University (Russia): Learning Outcomes
by Marina Solnyshkina and Helena Kharkova, Kazan Federal University, Russia

Assessing Test-Takers’ Translanguaging Competence: The Case of the Greek National Exams for Foreign Language Proficiency
by Maria Stathopoulou, University of Athens, Greece

Establishing test form comparability: a case study of a Chinese-English translation test
by Rachel Yi-fen Wu, The Language Training and Testing Center, Taiwan


Evaluation des capacités d'expression orale - le cas du suédois pour les immigrés adultes
by Katrin Ahlgren and Maria Rydell, Stockholm University, Sweden.

Nouvelle épreuve du TEF-académique: évaluation de la fidélité inter-juge
by Marie Beillet, Université de Mons, Belgium

Migrant associations get involved: A Portuguese experience on non-formal education and learning PLE
by Maria José Grosso (University of Macau, Macau/ China and University of Lisbon, Portugal) Catarina Gaspar, (University of Lisbon, Portugal) Heinz-Peter Gerhardt, Federal Technical University for Public Administration, Brühl/ Cologne, Germany.

BULATS: A tool for measuring and comparing progress in language learning?
by Kathrin Hahn, Goethe-Institut and Winfried Koch, BDS Koch, Germany

CLIL/Emile in Italy: a real driver for lifelong learning
by Gisella Langé, Ministry of Education, Italy

Language assessment for migration and social integration: a case study
by Paola Masillo, Università per Stranieri di Siena, Italy

Démarche qualité en évaluation des compétences langagières et mobilité internationale : le cas du français
by Bruno Mègre, CIEP, France

Requisitos lingüísticos para alumnos de intercambio: salvando distancias entre expectativas y realidad
 by Cristina Pérez-Guillot and Julia Zabala-Delgado, Universidad Politécnica de Valencia, Spain

Prueba de diagnóstico para orientar la formación lingüística de alumnus universitarios
by Cristina Pérez-Guillot and Asunción Jaime Pastor, Universidad Politécnica de Valencia, Spain

Language requirements for adult migrants in Italy: a jigsaw of skills
by Lorenzo Rocca, CVCL, Italy

LAMI Forum

Multilingualism in the context of globalization
by Piet van Avermaet, Ghent University, Belgium

Unlocking the gates of diversity through multilingualism
by Bharti Girjasing, Utrecht City Authority

The integration of migrants in the metropolitan area: the concrete actions of the Community of Sant’Egidio in Rome
by Cecilia Pani, Representative of Comunità di Sant’Egidio, Italy

An impact study across Europe
by Lorenzo Rocca, Università per Stranieri, Perugia, Italy and José Pascoal, Universidade de Lisboa, Portugal