2025 conference themes

This strand focuses on inclusive language assessment practices, emphasizing accessibility for individuals with diverse linguistic, cognitive, or educational needs. Proposals are invited on innovative strategies, particularly for younger learners. The role of emerging technologies to advance the inclusion agenda —such as AI-driven adaptive testing, digital platforms, and assistive tools—will also be explored, including ethical considerations around their use. Discussions will reflect on when high-tech solutions genuinely enhance assessments and when they may be unnecessary or even counterproductive. Additionally, this strand will provide a forum to discuss broader policy implications, exploring the role of educational institutions and other organizations in shaping equitable assessment practices. The goal is to generate practical insights and recommendations applicable across the region. 

Latin America's vast geographical and social landscape, both within and between countries, presents challenges and opportunities in language testing. This strand will examine the task of implementing language and assessment policy reforms in national and regional contexts, considering needs at all levels of the education system and in both rural and urban areas. Papers will explore the complexities of meeting assessment needs across settings with distinct requirements. Whilst one aspect of this strand will address technology as a powerful tool in expanding the reach and availability of language assessments, proposals are also invited which consider students in remote and/or under-resourced areas who may lack technological infrastructure. In addition, the ripple effects of large-scale international assessments on local language policies will be critically examined, alongside the need to make global language standards and frameworks relevant to specific local contexts.

Language assessment need not always refer to summative overview at the end of a course of study. This strand considers the integration of curriculum, learning, and assessment. Proposals addressing the role of formative assessment integrated within a cohesive educational system are encouraged, especially those which bring real-world insights into how this works in practice. Considerations of washback and the implications of assessment mode on teaching and learning practices are hoped to elicit critical dialogue on the impact of assessment in shaping educational experiences and outcomes. This might include discussion on reaching a meaningful balance between localized, contextually focussed assessments – whether at national or institutional level – and international standardized tests. It is envisaged that permeating through these discussions about diversifying assessment approaches will be the possibilities, opportunities and, in some cases cautionary notes, that come with incorporating technology and AI into language assessment practice.