Second language assessment is a dynamic field that has undergone a number of changes and transitions resulting from a range of factors. These include the emergence of different models of language competence, developments in the design, construction and delivery of tests, and approaches to the measurement of language proficiency. Research insights into the quality and use of language assessments, advances in technology-based language assessment, and the influence of a variety of societal and political factors have also played an important role. Recent changes include an increased need for language assessment for migration, employment or academic purposes.

The conference theme allows for expositions on a wide variety of topics including, but not limited to, the following sub themes:

•Assessment literacy following changes in assessment approaches
•Assessment for transition points in education
•Transitions to technology-based language assessment
•The use of corpora and corpus linguistics methods for language testing and assessment
•Trends and challenges in developing context-specific language assessments
•Trends and challenges in classroom-based language assessment
•Developments in the assessment of lesser-taught languages
•Developments towards increased authenticity in language assessment
•Transition from assessing standard varieties to lingua franca usage

The AALHE annual conference provides professional development for assessment practitioners in higher education and is one of the best resources for advanced assessment practitioners. AALHE is consistently heralded as the best opportunity for assessment networking. No matter their institution type – small, large, public, or private – attendees always leave the conference with many new assessment colleagues.

The AALHE assessment conference

• Provides professional development opportunities for the advanced assessment practitioner;
• Provides professional development for those in the next generation of assessment professionals;
• Connects assessment professionals with others in the field; and
• Leads and advocates best practices in assessment