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Dear colleagues ,

We would like to welcome you to the 2nd ELT Conference ,on 3rd March ,2018 at Toros University 45 Evler Campus which promises opportunities for professional interactions , socialising and intellectual stimulation.

Our main theme this year is " Assessing the Assessment" The main speakers and workshop presenters will focus on the main theme from different aspects .

We would very much like to take this opportunity to warmly thank all the participants that have honoured us with their presence and given our conference a national spirit .

We would also like to thank in advance, all those who will make great contributions to our 2nd ELT Conference .

With best regards

Toros College & Toros University Foreign Language Departments


  • 9.30 -10.00 - REGISTRATION
  • 10.00 - 10.10 - OPENING REMARKS
  • 10.10-10.30 -ALİ ÖZVEREN (Toros University Head of Board of Trustees and The Founder and General Manager of Toros Schools )
  • 10.30 -11.30 - Prof .Dr ZİYA SELÇUK ( Former President of the Board of Education )
  • 11.30 -11.40 - COFFEE BREAK
  • 11.40 -12.20 - WORKSHOPS 1

  • 12.20- 13.20 - LUNCH BREAK

  • 13.20-14.00 - "Assessing the concept of assessment : A paradigm shift " SEMİH İRFANER
  • 14.00 -14.40 - WORKSHOPS 2
  • 14.40-15.00 - COFFEE BREAK
  • 15.00-15.40 - "As many as it takes to tango : feedback" ANIL BAYIR
  • 15.40 -16.00 - CLOSING & RAFFLE


Prof Dr. Ziya Selçuk

Değerlendirmeyi Değerlendirmek

Dünyada değerlendirme sistemlerinin evriminin bilim , teknoloji ve ekonominin dönüşümü ile paralel olduğu görülür .Benzer biçimde değer kavramının evrimi de değerlendirmenin ana konusudur. Değerli olan ve değerlendirilmesi gereken nedir? Dördüncü sanayi devrimi ile birlikte değerlendirme , içerik , yöntem ve yaklaşımları da dönüşüyor. Halen uygulanan PISA ve TIMSS gibi beceri ve müfredat temelli çalışmaların yörüngesinde şekillenen eğitimde kalite kavramı , gelecek adına eğitimden ne almadığımızı da ortaya koyuyor . Bu bağlamda değerlendirmenin güncel tarifi çocuğun bütünselliğinin tahrifi olabiliyor.

Günümüzde kanıta dayalı bir yaklaşımla , ölçme değerlendirme adına yapılan tüm çalışmaların sorgulanarak geliştirilmesi önem kazanıyor .Bu sorgulamamnın öğretim sürecinde işlerlik kazanması , sınıf içi ölçme ve değerlendirme faaliyetlerinin paradigmal bir değişim ile yürütülmesi ile sağlanabilir.

Sınav sistemleri , karne tasarımı ve geçiş modellerine bakıldığında ölçme anlayışımızın felsefi , teorik , stratejik ve yöntemsel arka planı çok net olarak görünüyor . Bizim için değerli olan ve değerlendirilmesi gereken nedir ? Ölçme de değerlendirmede kitlesellikten bireyselliğe geçişi zorlayan dijital devrime hazır mıyız ? Öğrencinin öğrenen olması yolunda değerlendirme faaliyetlerini nasıl kullanabiliriz ?



Assessment is defined in plenty of ways and the one I like is from Huba and Freed (2000)

Assessment is the process of gathering and discussing information from multiple and diverse sources in order to develop a deep understanding of what students know, understand, and can do with their knowledge as a result of their educational experiences; the process culminates when assessment results are used to improve subsequent learning. (p.8)

We tend to evaluate many activities in life and give utmost importance to the results; hence, give our decisions and take the necessary actions accordingly. Similarly, in classrooms, teachers assess students’ learning with the help of various tools such as through continuous assessment and formative assessment, yet are these tools enough or right to evaluate the outcomes and give subsequent decisions regarding our curriculum. With the help of this talk, we will attempt to have a look at the journey in learning and inquire whether we do the right things in the right way.

Huba, M. E., & Freed, J. E. (2000). Learner-centered assessment on college campuses: shifting the focus from teaching to learning. Boston: Allyn and Bacon.



As time consuming and confrontational as it may seem, giving feedback is a sound way to entertain the opportunity for development in ELT. Students, regardless of their level, need and deserve guidance on how their improvement has come along. With this, not only does feedback impact the learning on and off the classroom practises for students, but also it provides edge and leverage for teachers to observe, plan and enhance their own instruction. This plenary talk is predicated on the rationale and effective procedures in giving feedback, and how feedback can be of assistance both for students and teachers.

Ally Kensington

Subject : Fun & engaging activities for formative assessment
Abstract : Assessment is best when its ongoing and enjoyable it stimulates, both, our students and



Abstract Title : Triple Marking System in Graded Process Writing
Interest Area : English Language Teaching, University Level Writing Courses
Keywords : writing, university, graded process, triple marking, assessment
Level : A1-C2
Abstract Details : At Toros University Preparatory School (TUPS), all the exam papers are graded three times in order to get more reliable results. By using Triple Marking System, instructors can have better outcomes in assessment. Also, a different and modern type of an exam which is called as Graded Process Writing has been used at TUPS. This examination system has a lot of advantages some of which are to create autonomous learners who can control their own learning and to encourage self-correction and insightful learning. By combining these two modern systems, we develop a practical system in order to assess the assessment.
Workshop Interactivity : A sample practice of Graded Process Writing and Triple Marking


Abstract Title : Alternative Assessment for ESL Students
Interest Area : English Language Teaching, University Level Courses
Keywords : Assessment in all courses, university, alternative assessment methods, advantages, challenges
Level : A1-C2
Abstract Details : Assessment-led reform is now one of the most widely favored strategies to promote higher standards of teaching, more powerful learning and more credible forms of public accountability. Within this context of change, higher education in many countries is increasingly subjected to demands to implement alternative assessment strategies that provide outcome measures of both student and program effectiveness. Thus, “Alternative assessment” is an increasingly common and popular discourse in education. This session presents a study on the alternative assessment practices in English language classrooms based on a qualitative approach. The aim of this workshop is to provide an overview of alternative assessment, the paradigm shifts from traditional assessment to alternative assessment, and some insights on the practices of alternative assessment prevalent in language classrooms along with teachers’ perceptions and challenges. Workshop Interactivity: Demonstrating some examples of alternative assessment methods used in our school


Choice is a powerful motivator. So is fairness. When these two elements are combined, and when students are coached on how to self-assess, participation in assessment itself can increase positively. Teachers will have a chance to experience this for themselves in this workshop that has a healthy mix of common-sense theory and practicality.


Assessment and Teaching – a good or bad mix?

Assessment: in schools we can’t really escape it, but sometimes it feels that much of what happens in the classroom is really testing the students more than helping them become better users of English. Although some students respond well to tests, for many they just put them under pressure. How can


Taking the stress out of assesment

Facts or Fake news?  1. Teachers in Turkey love tests, quizzes and exams. 2. Assessment = Testing. The answers may be up for debate, but in the 21st century, many educators are realising the limits of over testing and the pressure it puts on students. 

How about trying some alternative methods of assessment to minimise the 'fear factor'?  

This workshop will look at both no-tech and low-tech ways of conducting formative assessment in less stressful and more enjoyable ways in class - with the goal of helping teachers monitor their learners, modify their teaching, and focusing on success rather than failure.


Abstract title : Assessing Learning through Feedback in an EFL Context
Interest area : English Language Teaching
Keywords : assessment, feedback, EFL, formative, ESL
Level : A1-C2
Abstract Details : We probably all know there are tremendous variables which affect learning process of the EFL learners. We also know that we can form their learning through assessment, and it is obvious that the effect of feedback cannot be underestimated because it gives proper insights into students’ acquisition of knowledge and skills. For this reason, in this presentation, the types of evaluative and descriptive feedback and their impacts on learning English as a Second Language during the assessment process are going to be analysed and discussed in groups in details.
Workshop Interactivity : Workshop will be interactive with examples, videos and demonstrations in the EFL classrooms.