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Teachers College Columbia University Roundtable in Second Language Studies
Teachers College, Columbia University
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Teachers College Columbia University Roundtable in Second Language Studies

Program

Program

TCCRISLS 2014 featured four types of presentations:

1. Theoretical approaches to L2 learning and assessment
2. Theoretical approaches to learning and assessment in the content areas
3. Empirical studies on learning-oriented L2 assessment
4. Technological innovations and other applications of LOA in learning or assessment context


TCCRISLS: Day 1 - Friday, Oct. 10, 2014


Click the titles below to view the abstracts for each presentation

5:00 - 5:15: Opening Session
Welcome: James E. Purpura, Faculty Sponsor of TCCRISLS
Opening Words: Teachers College President Susan Fuhrman
Moderators: Sian Morgan, & Saerhim Oh, TCCRISLS Co-Chairs

5:15 - 6:00: Paper 1 Theoretical
A Learning-oriented Assessment Approach to Understanding the Complexities of Classroom-based Language Assessment
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James Purpura - Teachers College, Columbia University
Carolyn E. Turner - McGill University

6:00 - 6:45: Paper 2 Theoretical
Learning from Feedback: Conception, Reception, and Consequences
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Constant Leung - King's College, London

6:45 - 7:30: Paper 3 Application
Using Cognitive Theory and Technology to Improve Reading Assessment
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Tenaha O'Reilly - Educational Testing Service
John Sabatini - Educational Testing Service

TCCRISLS: Day 2 - Saturday, Oct. 11, 2014     MORNING SESSIONS


9:00 - 9:45: Paper 4 Theoretical
Reading for Understanding: A Principled Approach to the Integration of Assessment and Instruction for Reading in the Disciplines
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James Pellegrino - University of Illinois, Chicago
Susan Goldman - University of Illinois, Chicago

9:45 - 10:15: Paper 5 Empirical
The Role of Language Learning Progressions in Formative Assessment for English Learners
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Margaret Heritage - Univeristy of California, Los Angeles
Alison Bailey - Univeristy of California, Los Angeles

10:15 - 11:00: Paper 6 Application
The Use of Scaffolding Strategies in the Assessment of English Learners
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Mikyung Wolf - Educational Testing Service
Alexis Lopez - Educational Testing Service

11:20 - 12:05: Paper 7 Theoretical
Dynamic Assessment and Mediated Learning: Toward a Content Theoretical Framework for Developmental L2 Education
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Matthew E. Poehner - Pennsylvania State University

12:05 - 12:35: Paper 8 Empirical
A Framework for Promoting Teacher Awareness of their CBA Practices and Learning-oriented Assessment
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Kathryn Hill - La Trobe University, AU

12:35 - 1:00: Roundtable Discussion 1
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TCCRISLS: Day 2 - Saturday, Oct. 11, 2014     AFTERNOON SESSIONS


2:00 - 2:45: Paper 9 Theoretical
Developing a Validity Framework for Classroom-based Language Assessmente
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Howard Everson - City University of New York

2:45 - 3:15: Paper 10 Empirical
A Theoretical Analysis Approach to AFL Pedagogical Materials Development in an L2 Classroom Setting
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Christian Colby-Kelly - The Government of Canada

3:15 - 3:45: Paper 11 Empirical
Using an Integrated Reading and Writing Task for Learning-oriented Assessment in an English for Academic Purpose Setting
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Ah-Young Kim - Cornell University
Hyun Jung Kim - Hankuk University of Foreign Studies

4:05 - 4:50: Paper 12 Theoretical
Learning Oriented Assessment - A Systemic View from an Examination Provider
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Nick Saville - Cambridge English Language Assessment
Angeliki Salamoura - Cambridge English Language Assessment

4:50 - 5:20: Paper 13 Theoretical
How Aptitude-treatment-interaction Studies can Benefit Learning-oriented Assessment
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Payman Vafaee - Univeristy of Maryland
Yuichi Suzuki - Univeristy of Maryland
Eric Pelzl - Univeristy of Maryland

5:20 - 6:05: Paper 14 Application
Affordances and Constraints of Technology-enhanced Tools for Learning-oriented Assessment in Second Language Learning
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Lee B. Abraham - Columbia University
Paul Stengel - Columbia University
Steve Welsh - Columbia University 

6:05 - 6:30: Roundtable Discussion 2
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TCCRISLS: Day 3 - Sunday, Oct. 12, 2014     MORNING SESSIONS


9:00 - 9:45: Paper 15 Theoretical
Applying a Concept Model of Learning-oriented Language Assessment to a Large-scale Speaking Test
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Liz Hamp-Lyons - University of Bedfordshire, UK
Tony Green - University of Bedfordshire, UK

9:45 - 10:15: Paper 16 Empirical
Unplanned LOA in EFL Classrooms: Findings from an Empirical Study
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Dina Tsagari - University of Cyprus

10:15 - 10:45: Paper 17 Empirical
Automated Writing Evaluation for Formative Assessment: Investigating Accuracy and Efficiency as Part of Argument-based Validation
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Jim Ranalli - Iowa State University
Stephanie Link - Iowa State University
Evgeny Chukharev-Hudilainen - Iowa State University

11:05 - 11:50: Paper 18 Theoretical
The Role of Learning Progressions to Support the Development and Use of Mathematics Formative Assessment Tasks
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Caroline Wylie - Educational Testing Services

11:50 - 12:20: Paper 19 Empirical
The Role of Automatic Writing Assessment in Providing Diagnostic Feedback to Learners
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Ardeshir Geranpayeh - Cambridge English Language Assessment
Gad Lim - Cambridge English Language Assessment

12:20 - 12:40: Discussant 1
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John Norris - Georgetown University

12:40 - 1:00: Discussant 2
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Tim McNamara - University of Melbourne

Watch Closing Remarks