In an effort to enhance Integrated Content and Language (ICL) teaching, learning, and assessment in Algerian Higher Education, a webinar series supported by a two-year grant has commenced. The initiative is a collaborative endeavor involving the Algerian Ministry of Higher Education and Scientific Research, the United States Department of State, Columbia Global Center Tunis, and the Applied Linguistics/TESOL Program at Teachers College, Columbia University.
The third webinar featured Xiaoming Xi, Director at the Hong Kong Examinations and Assessment Authority, as the guest speaker. With extensive experience in research and development within testing and learning organizations, Xi provided valuable insights into assessment theories and practices.
The webinar began with an exploration of the evolving landscape of AI applications in language learning and assessment. AI, once limited to automated scoring and feedback mechanisms, now permeates every aspect of language education. Human-in-the-loop generative AI technology has transformed test development, enabling the creation of assessments at scale. Additionally, AI-powered chatbots and remote proctoring technologies have revolutionized interactive educational assessments, offering secure and convenient testing options.
During her address, Xiaoming Xi emphasized the importance of AI literacy and proficiency among educators. With the exponential growth of AI technologies, educators must not only embrace these innovations but also possess the ability to critically evaluate their efficacy. By getting a comprehensive overview of AI technologies and their applications in language learning and assessment, educators can gain the necessary tools to navigate this transformative landscape effectively.
The webinar, attended by a diverse audience, sparked dialogue and fostered active engagement in evaluating the robustness and implications of AI technologies. From automated scoring and feedback mechanisms to adaptive learning technologies, each facet of AI was scrutinized to reveal its potential for improving learning outcomes and assessment practices.
