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Collated Papers for the ALTE 7Th International Conference, Madrid

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Collated Papers for the ALTE 7Th International Conference, Madrid CMYK Artwork Collated Papers for the Madrid ALTE 7th International Conference ISSN 2789-2344 CER_6688_V1_MAR21_ALTE 1st Online International Colloquium 2021_Cover_Artwork.indd 2-3 31/03/2021 10:51 Collated Papers for the ALTE 7th International Conference, Madrid ©ALTE, 2021 All correspondence concerning this publication or the reproduction or translation of all or part of the document should be addressed to the ALTE Secretariat ([email protected]) CER_6688_V1_MAR21_ALTE 1st Online International Colloquium 2021_Cover_Artwork.indd 1 31/03/2021 10:51 Collated Papers for the ALTE 7th International Conference, Madrid Contents Foreword v Defining the Construct of Multilingualism in Language Assessment 1 Testing and assessing endangered and less widely spoken languages 3 Assessing writing across multilingual contexts in Southeast Asia 8 Promoting a multilingual policy in secondary schools in three languages: The case of Israel 13 La incorporación del anglicismo en la evaluación y certificacion de español 17 Enhancing bilingual education and CLIL in Italy: The impact of Cambridge International upper-secondary school programmes on the Italian curriculum 20 Incorporating English and Spanish mediation tasks into language proficiency exams 24 Lost in translation: Translatability of the CEFR-J based English tests 29 Assessing the visual communication and Flemish Sign Language development in deaf two-year-olds 33 Assessing strength of vocabulary knowledge in deaf and hearing children using Finnish Sign Language 38 Fair and Valid Testing and Assessment 43 Post-entry language assessment in higher education: ensuring fairness by including the voice of the test-taker 45 Examining IELTS score consistency across testing sites: The question of test fairness 49 ‘Broken Finnish’: Speaker L1 and its recognition affecting rating in National Certificates of Language Proficiency test in Finnish 53 Adolescent test-taker characteristics: A qualitative validation study of the Singapore-Cambridge General Certificate of Education Ordinary-Level Chinese Language Examination reading paper 58 A ‘netnographic’ study of test impact from the test-takers’ perspective: The case of a translation test 63 Predicting item difficulty in the assessment of Welsh 67 Item performance in context: Differential item functioning between pilot and formal administration of the Norwegian language test 71 Mono- and multilingual testing – common standards towards validity and fairness in testing language proficiency for aviation 75 Interviews to raters as part of the qualitative validation of the B1 writing rating scale designed for the CertAcles-UJA test 84 Die Rolle von Lesen-um zu-Schreiben-Aktivitäten im Griechischen Staatlichen Sprachzertifikat 88 Evaluating the fairness of a university English for Academic Purposes test 91 Needs analysis for the examination and course of language for medical academic purposes 95 Enabling interaction: A study of examiner behaviour in an interactive speaking test 100 Testing writing: Washback on B2 First preparation courses in southern Spain 104 The future of self-assessment: understanding students’ and teachers’ attitudes 109 Assessment literacy in a transnational teacher education context 113 Developing classroom practice: The use of a MOOC to increase teachers’ language assessment literacy 116 iv | ALTE Contents Noch mehr Chancengleichheit für Prüfungsteilnehmende mit spezifischem Bedarf: Ein gemeinsames Vorhaben der Ungarischen Akkreditierungsbehörde für Sprachprüfungen und des ECL Sprachprüfungssystems 124 Big wrong data: Insights from developing and using an automatic translation revision tool with error memories 130 Innovations in Language Assessment 135 Foreign language assessment in virtual exchange – The ASSESSnet project 137 Digital text types in a computer-based foreign-language test 141 The development and delivery of online-proctored speaking exams: The case of LanguageCert International ESOL 145 Towards error-based strategies for automatically assessing ESL learners’ proficiency 148 Piloting an automatic clustering algorithm to supplement placement test results for large groups of students 154 Enhancing the classification of group-level diagnostic results from cognitive diagnostic assessment: Application of multi- CDM and cluster analysis 158 Making formative assessment learner-friendly 162 Create your own wheel: Using evidence-centered design in the development of a workplace written communication assessment 166 The development of linguistic profiles and online tests for Quebec health professionals working in English 171 Assessment practices in English language courses in Saudi public universities 175 Designing a communicative foreign language assessment program for Dutch secondary schools: A design-based research project within a professional learning community (PLC) 179 Can we assess the native speaker level? Interview test: a new exam in Russia 184 With responsibility comes power? Teachers insights from language assessment when given responsibility in the assessment 189 Moving in the right direction: Synchronising the assessment components of a high-stakes university presessional EAP programme 194 Using acoustic features to predict oral reading fluency of students with diverse language backgrounds 198 How to think of a multilingual resource for evaluation of language interactions with deafblind children 203 Mediation as described in the CEFR Companion Volume (CEFR CV) and reflected in an existing oral examination 207 The student as text producer, mediator and co-assessor: Using student-generated written or spoken texts for practicing and assessing mediation 212 Using CEFR ‘Mediation’ scales to inform CLIL pedagogy: constructing a history lesson plan based on academic language proficiency descriptors 216 La evolución de las pruebas de domino de idiomas: ¿Cómo se evalúa la mediación en los examines de expresión oral? 222 Considerations of Ethics and Justice in the Multilingual Context of Assessment 227 Assessing language needs of adult refugees and migrants in the Greek context 229 ALTE Collated Papers for the ALTE 7th International Conference, Madrid | v Foreword In 2020 ALTE celebrated 30 years as a multilingual association. The conference planned for Madrid in April 2020 on the theme of Safeguarding the future of multilingual assessment was intended as a celebration – looking back at the history, as well as looking forward to future prospects. The Covid-19 pandemic triggered a change of plan. One year on, ALTE’s 1st International Digital Symposium in April 2021 provides an opportunity to return to the theme in light of the Covid shock. On-line and ‘hybrid’ events will certainly be more common from now on, but ALTE will return to meeting in person as well. The next International Conference has already been confirmed and again will be co-hosted by Instituto Cervantes in Madrid in Spring 2023. ALTE has a long-standing tradition of publishing the proceedings of its events and conferences and I am pleased to introduce this latest collection. Unusually, we have collated the papers that were due to be presented in person in Madrid even though the event itself was cancelled. We are grateful to the authors who have contributed papers and hope that this collection will act as a positive showcase of presentations previously intended for the conference. They accepted the challenge of submitting and revising their papers in a short amount of time – so a big thank you for their efforts. The collection is organised into four sub-themes based on the strands that the original conference was divided into. Papers in the Defining the Construct of Multilingualism in Language Assessment section look at issues such as how multilingualism and plurilingualism can be encouraged in our field of language assessment, and how this construct can be defined more effectively. We also ask which policies and practices – such as the development of the CEFR Companion Volume – can be implemented to encourage this. The assessment of sign language also falls into this theme. Fair and Valid Testing and Assessment is an ongoing issue, especially in today’s ever-changing world. Papers in this section look at how we make testing fair and valid for all, despite the varied contexts where language assessment takes place, and how these aspects impact and benefit the test-taker, our primary stakeholder. Recently there have been many Innovations in Language Assessment, and papers in this section look at developments seeking to make a meaningful impact on language assessment in the future. Many of the issues are to do with advances in technology, and how technology can be used wisely in our field. Outside of technology, other innovations discussed include the assessment of the mediation mode of communication. The sub-strand of the conference entitled Considerations of Ethics and Justice in the Multilingual Context of Assessment was designed to address the question of how our profession can remain ethical and promote social justice in today’s world. In this volume, we have one paper looking specifically at the language needs of refugees and migrants, a topic ALTE has paid particular attention to over the years. As well as thanking the authors for their efforts, I’d also like to thank the reviewers from ALTE for their assistance, including: Emyr Davies, Thomas Eckes, Javier Fruns Gimenez, Marta Garcia, Tony Green, Cecilie Hamnes Carlsen, Gabriele Kecker, Cathy Taylor, Lynda Taylor, Koen Van Gorp and Dina Vilcu. Thanks also go to the editorial team led by Graham Seed
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