Study day on Assessment .pdf
Nom original: Study day on Assessment.pdf
Ce document au format PDF 1.3 a été généré par Microsoft® Word 2013 / Neevia Document Converter Pro v6.5 (http://neevia.com), et a été envoyé sur fichier-pdf.fr le 11/12/2013 à 11:46, depuis l'adresse IP 41.229.x.x.
La présente page de téléchargement du fichier a été vue 610 fois.
Taille du document: 470 Ko (2 pages).
Confidentialité: fichier public
Télécharger le fichier (PDF)
Aperçu du document
The English Department at
The Faculty of Letters and
The Research Laboratory
Approaches to Discourse
The Doctoral School in Arts, Letters,
and Humanities, UNIVERSITY OF
Université de Sfax
ﺟﺎ ﻣﻌ ﺔ ﺻ ﻔﺎ ﻗﺲ
Jointly organize on 1st March 2014 a Study Day on:
Assessment is inextricably linked to learning and teaching. Whether it takes the form of
informal assessment, formal assessment, alternative assessment, or self-assessment, it needs
to be better understood. Teachers and learners alike need to be clear on what it is that has to
be assessed, how it should be assessed and when it should be assessed.
Assessment at tertiary level has not received as much attention as have other levels. This is
unfortunate in view of the centrality of assessment in teachers’ and students’ lives, especially
in the new LMD system where assessment takes place on an almost daily basis. This
reluctance to investigate a key issue such as this is perhaps due to some fear to open
Pandora’s box, and as a result the question is often avoided. However, this should not go on
forever, and experts and teachers are urged now, more than ever before, to venture into this
box and try to disentangle some of its intricacies.
The Study Day addresses this pressing issue and its relevance to the educational system in
the university context/setting in Tunisia. It aims to provide a forum for the discussion of
theoretical and practical issues related to Language Assessment by bringing together
scholars, teacher trainers, teachers, and (postgraduate) students, thus giving researchers and
practitioners the opportunity to share their insights, experiences, and their assessment
practices. It also aims to explore the ways in which effective testing and the huge body of
research on assessment of English language skills can encourage and promote learning.
Preference will be given to proposals that clearly incorporate the current aspects of Language
Assessment. These include, but are not limited to, the following topics:
Classroom‐based Language Assessment
Impact, bias, validity and reliability
Innovations in language testing theories and practices
Application of theories, innovations and practices in other fields (e.g., SLA,
psycholinguistics, educational psychology) to Language Assessment
Assessment policy and practices
Differences between assessing language, linguistics, literature and culture studies
Proposals on other topics related to the Study Day theme are also welcome.
Proposals for contribution should be submitted in English (not exceeding 250 words) to
Dr. Chokri Smaoui, via email@example.com
Deadline for receipt of proposals:
20 January 2014
Notification of abstract acceptance:
31 January 2014
We look forward to receiving your proposals!