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Teachers College Columbia University Roundtable in Second Language Studies
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TCCRISLS 2014 will feature four types of presentations: Theoretical approaches to L2 learning and assessment Theoretical approaches to learning and assessment in the content areas Empirical studies on learning-oriented L2 assessment Technological innovations and other applications of LOA in learning or assessment contexts

10/10/2014 to 10/12/2014
When: Oct. 10-12, 2014
Where: Teachers College, Columbia University
Cowin Center, 1st Floor Horace Mann
New York, New York 
United States

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The 3rd Teachers College, Columbia University Roundtable in Second Language Studies (TCCRISLS), which will take place October 10-12, 2014, is now accepting abstract submissions for empirical papers.

This year's theme is: Learning-Oriented Assessment in Language Classrooms and Large-Scale Assessment Contexts.

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TCCRISLS 2014 will feature four types of presentations:

Theoretical approaches to L2 learning and assessment
Theoretical approaches to learning and assessment in the content areas
Empirical studies on learning-oriented L2 assessment
Technological innovations and other applications of LOA in learning or assessment contexts

Learning-oriented assessment (LOA) refers to an approach to assessment that prioritizes the centrality of L2
processing and L2 learning outcomes, resulting from planned and unplanned assessments, in a variety of
learning and assessment contexts (Purpura & Turner, 2013). LOA is often associated with assessments
embedded within teaching and learning contexts. More recently, it has also been associated with scaffolded
assistance and learning within assessment contexts. Inferences from LOAs relate to:
what L2 knowledge, skills, and abilities (KSAs) learners have displayed in instruction or assessment contexts
how assessment evidence can be used by the learners themselves, teachers, peers, assessors, and computer-mediated assessment programs to evaluate learning goals, and advance L2 processing objectives
how learners develop target-like L2 performance over time

An LOA approach, therefore, assumes that learning an L2, in whatever context, is an individual, cognitive
process, but when situated within collaborative learning and assessment spaces, it also involves a layered set
of socio-cognitive and sociocultural processes. Finally, an LOA approach to assessment recognizes the
symbiotic relationships among external standards, curriculum, instruction, learning, and assessment, and is
concerned with the role that these synergies play in understanding learner performance, engagement, learning
processes, and the attainment of learning success.

Visit the conference website for more information.


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