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Welcome To Camp ELT Online!

ELT Camp OnlineAre you planning to attend Camp this summer? Join us for the first-ever Camp ELT Online, where we’ll have five days of free webinars focusing on virtual teaching, with handouts, social media challenges, and opportunities to connect with other ELT teachers.

Oxford University Press experts from around the globe will offer guidance on building an engaging virtual or blended class in this interactive webinar series. Camp will start with the basics on setting up your technology and move through practical support on how to build a syllabus as well as engage and assess your students digitally before applying those strategies in the final sessions of the week.

Throughout the week, join us on Twitter using #CampELTOnline to participate in Camp challenges! Everyone is welcome to Camp, where teachers will connect with each other around the world and grow their ELT community.

Camp ELT Online Schedule

Choosing your platform and tools by Andy Barbiero & Charlotte Murphy

June 22, 2020, 1:00 – 2:00 PM Eastern Time

The first steps to teaching online involve identifying what you need to successfully teach your students and how to effectively use free videoconferencing tools or school-provided LMS systems to teach your ELT learners.

Planning your syllabus and adapting to changes by Sandra Borges & Gabriella Havard

June 23, 2020, 1:00 – 2:00 PM Eastern Time

Even if you’re teaching the same classes, starting a new semester in the current circumstances requires a fresh look at your approach to pacing and assignments – and allowing yourself flexibility to adapt when you need to.

Engaging and assessing your students online by Sarah Rogerson & Christopher Sheen

June 24, 2020, 1:00 – 2:30 PM Eastern Time

Building a community where students can be active learners online involves new types of student engagement and continuous assessment. Together, we’ll discuss types of student engagement and ways to incorporate each into the classroom, as well as how to build assessment in at every stage.

Taking advantage of digital courses: Step Forward, 2nd edition by Philip Haines

June 25, 2020, 12:00 – 1:00 PM Eastern Time

How can you make sure you’re getting the most out of your textbook when you’re teaching students online? In the first session, we’ll discuss how Step Forward, our standards-aligned course for adult learners, can be used in virtual classes.

Taking advantage of digital courses: Q: Skills for Success, 3rd edition by Paul Woodfall

June 25, 2020, 1:30 – 2:30 PM Eastern Time

How can you make sure you’re getting the most out of your textbook when you’re teaching students online? In the second session, we’ll talk about the various digital components of Q: Skills for Success and how they work together.

Rounding out your course with online resources: Oxford Picture Dictionary, 3rd edition by Harcourt Settle

June 26, 2020, 12:00 – 1:00 PM Eastern Time

It’s simple to bring additional material into lessons, but is it the same when your classes are online? In the first session of the day, we’ll explore ideas to bring the Oxford Picture Dictionary into virtual classes as a supplement for adult learners.

Rounding out your course with online resources: Oxford Online Placement Test and Oxford Advanced Learners’ Dictionary, 10th edition by Diana Lea and Sarah Rogerson

June 26, 2020, 1:30 – 2:30 PM Eastern Time

It’s simple to bring additional material into lessons, but is it the same when your classes are online? In the second session, we’ll talk about resources to place your students and how to use the OALD for general English and academic classes.

 

Join us for Camp ELT Online from June 22-26, 2020!

Register for Camp ELT Online


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Assessment In A Post-Pandemic World

empty classroomThere’s an elephant in the room!

At times, the whole world seems to be falling to pieces around us. Yet, the expectation is that we carry on and do our best to get through the crisis remains – and this expectation is right, as learners are looking towards educators for guidance and for a way through. I see it as our duty to ensure that the interruption to education is as minimal as possible and we’re all stepping up to try to do our bit. That’s why we’re doing the Oxford English Assessment Professional Development conference, to provide professional development to teachers who want to know more about assessment. Continue reading


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Assessment Activities To Help Students Show What They Know

Child measuring their height against a lbackboardMost teachers include informal, ongoing assessment as an integral part of their lessons. Noticing what students know and don’t yet know helps us adapt our lessons and teaching strategies. Sometimes teachers hesitate to tell students when they are being assessed because they don’t want students to become anxious. However, if we present these assessment activities as a chance for students to see (and show us) how much they can do in English, they can be something that students look forward to. Continue reading


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Writing ELT tests for teenagers | ELTOC 2020

ELT AssessmentI don’t want to sound too stuffy as I firmly believe that 42 is the new 21, however, teenagers today live very different lives to those who came before. Starting this blog with a quick comparison of my teenage life and my niece’s teenage life seems a good way to start. I was 12 in 1988, my life revolved around school, family, youth club, and the 4 channels on UK television. I loved music and spent all my pocket money on tapes, spending my evenings memorising the lyrics from the tape inserts. Now, Millie, my niece is 12 in 2019 and her teenage years are radically different to mine. Still, her life revolves around family and schools but the impact of technology on her life is of fundamental importance and so creates the biggest difference between our teenage lives.

But what does all of this have to do with assessment? Well, as Director of Assessment at OUP responsible for English language tests, some of which are aimed at teenagers, it’s very much my concern that what we design is appropriate for the end-user. My ELTOC talk will be about designing assessments for teenagers. Let’s start by considering why…

Why do we design a test specifically for teenagers?

Our aim is to make the test an accurate reflection of the individual’s performance as possible, and that means removing any barriers that increase cognitive load. Tests can be stressful enough and so I see it as a fundamental part of my job to remove any extraneous stress. In terms of a test for teenagers, this means providing them with test items that have a familiar context. Imagine an 11-year-old doing an English language assessment and facing this writing task. It’s not a real task but it is indicative of lots of exam writing tasks.

The 11 year might have the linguistic competence to describe advantages and disadvantages, make comparisons and even offer their own opinion. However, the teenager is likely to struggle with the concepts in the task. The concepts of work and flexible working will not be familiar enough to enable them to answer this task to the best of their ability.

This is why we develop tests specifically aimed at teenagers. Tests that allow them to demonstrate linguistic competence that is set within domains and contexts that the teenager is familiar with. An alternative question that elicits the same level of language is given below. It might not be the perfect question for everybody but it’s a question that should be more accessible to most teenagers and that allows them to demonstrate linguistic competence within a familiar context.

We have a responsibility to get this right and to provide the best test experience for everybody to enable them to demonstrate their true abilities in the test scenario. For us, behind the scenes, there are lots of guidelines we provide our writers with to try to ensure that the test is appropriate for the target audience, in this case, teenagers. Let’s look at this in more detail.

Writing a test for teenagers

Let’s think about the vocabulary used by a teenager and vocabulary used by the adults writing our test content, the potential for anachronisms is huge. Let’s look at this issue through the evolution of phone technology.

As well as the item evolving, so has the language: phone / (mobile) phone / (smart) phone. The words in parentheses gradually become redundant as the evolved item becomes the norm so it’s only useful to say ‘mobile phone’ if you are differentiating between another type of phone. For those of us who have lived through this evolution, we may use all of the terms interchangeably and writers might choose to write tasks about the ‘smartphone’. However, teenagers have only ever known the ‘smart, mobile phone’- to them, it’s just a phone! It’s not a big deal unless you’re a teenager in an exam suddenly faced with a phrase that might cause confusion. Other examples of such anachronisms include:

  • Video game, or is it just a game?
  • Do we say desktop, laptop, or just computer?
  • Would you talk about a digital camera or a camera, or would you just use your phone?
  • Are good things: cool, wicked, rad, awesome, chill, lit or maybe you just stan?

Writing tests for teenagers that incorporate the kind of language they are used to needs to be considered but this should be balanced with maintaining and measuring a ‘standard English’ that is recognised by the majority of people doing the test in different countries around the world as we produce global tests. Another important consideration is creating tasks of sufficient complexity that we can be sure of the level we are measuring.

As a test provider, we have people whose job it is to solve some of these challenges. For teachers, who write assessments for their students, some of the same challenges exist but with less resource available to solve them. This is why you should join me for my ELTOC session!


Sarah spoke further on this topic at ELTOC 2020. Stay tuned to our Facebook and Twitter pages for more information about upcoming professional development events from Oxford University Press.

You can catch-up on past Professional Development events using our webinar library.

These resources are available via the Oxford Teacher’s Club.

Not a member? Registering is quick and easy to do, and it gives you access to a wealth of teaching resources.


Sarah Rogerson is Director of Assessment at Oxford University Press. She has worked in English language teaching and assessment for 20 years and is passionate about education for all and digital innovation in ELT. As a relative newcomer to OUP, Sarah is really excited about the Oxford Test of English and how well it caters to the 21st-century student.