This webinar is part of a series supported by a two-year grant aimed at enhancing Integrated Content and Language (ICL) teaching, learning, and assessment in Algerian Higher Education. This transformative initiative is a collaborative effort involving the Algerian Ministry of Higher Education and Scientific Research, the United States Department of State, the Columbia University Global Center in Tunis, and the Applied Linguistics/TESOL Program at Teachers College, Columbia University.
For the fourth webinar of this series, the speaker is Dr. Yuna Seong, the Director of an ESL program and two advanced certificate programs at Teachers College, Columbia University (TC), where she trains and oversees language educators and program administrators. Previously, she was a Clinical Assistant Professor and Assessment Coordinator at New York University, where she taught courses for English language learners, managed English proficiency exams, and led curriculum projects. Dr. Seong is also a test development consultant for TC's Scenario-based Assessment Research Lab and a SAT/PSAT fairness reviewer for the College Board. She holds an Ed.D. in Applied Linguistics from Teachers College, Columbia University and an M.A. in Second Language Studies from University of Hawai'i at Manoa. Her research focuses on teaching and assessing second language speaking ability, scenario- based assessment, and (meta)cognitive processes involved in second language performance.
Abstract:
This webinar introduces a scenario-based academic speaking assessment as a novel approach to measuring second language (L2) academic speaking ability. Additionally, it discusses various ways of implementing scenario-based assessment (SBA) as both an assessment tool and an effective instructional medium in L2 educational settings, particularly in contexts where the integration of language and content learning is essential to the curriculum, such as in an English for Academic Purposes (EAP) context.
SBA is an innovative assessment technique that uses authentic, real-life scenarios to organize a sequence of naturally occurring and interconnected tasks. These tasks guide test-takers towards a scenario goal where they must demonstrate real-world competencies, such as delivering a presentation on an academic subject. By tailoring the L2 assessment design to specific real-life language use situations or competencies, SBA can elicit performance that taps into the knowledge, skills, or abilities directly applicable to real-world L2 performance, enabling the measurement of highly contextualized or situated L2 ability.
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