This event aims to:
• establish a unique platform for sharing both cutting-edge developments and best practice in English language assessment in higher education
• provide a dynamic space in which regional and international policy makers, educational professionals, academics, teachers and assessment practitioners can interact, exchange information and keep abreast of the leading developments in the field of English
• facilitate an ongoing dialogue amongst a range of regional and international professionals to explore assessment solutions that meet local needs and achieve global standards
• Sharing best practices and lessons learnt on most recent English Language Assessment Priorities in Türkiye in relation to international standards
• Fostering a culture of continuous research and improvement in language assessment across Türkiye
• Establishing principles of Equality, Diversity, and Inclusion in assessment and language frameworks informing assessment
• Developing a road map with prioritised themes agenda for future policy Dialogues for English Programmes in Turkey with a focus on quality assessment.
• Initiation of collaborative research projects between international experts and local professionals, aiming to develop context-specific English language assessment tools that align with global standards.
This theme will explore how language assessment policy is shaped, implemented and its impact on educational policies.
Key theories/concepts:
• Comprehensive Learning System (O’Sullivan, 2020)
• Working with stakeholders
• Assessment literacy
This theme will address the importance of formative assessment for improving teaching and learning of English as well as the importance of sound assessment principles to provide evidence of gains in proficiency and accountability for spending on language teaching and learning initiatives.
Key theories/concepts:
• Quality assurance
• Formative and summative assessment
• Assessment literacy
This theme will discuss the role of assessment in helping learners achieve their career goals and how assessment practises meet the needs of employers.
Key theories/concepts:
• Implications for English as a medium of instruction
• Washback
• Impact on individual within society (Weir, 2005)
This theme will consider issues regarding EDI in language assessment and how EDI principles can be fostered.
Key theories/concepts:
• Social identity
• Bais
• Cultural Competence
• Barriers for special needs
Head of English and Higher Education, British Council
English Language Prep. Program Director, Bilkent University
English Language Prep. Program Head of Testing, Bilkent University
English Language Prep. Program Head of Teaching, Bilkent University
English Language Prep. Program Head of Professional Development, Bilkent University
Head of Business Development, British Council
Education Projects Manager, British Council
Global Assessment Solutions Manager, British Council
Operations Coordinator, British Council