The rapid changes that we have seen in our societies over the last two years have necessitated responses from all sectors of society, not least in education. Many children and adult learners of English have seen their studies interrupted or simply abandoned due school closures. Attempts at providing online solutions have been patchy due to poor technological infrastructure (urban-rural / rich-poor digital divide) and variable digital literacies. 

Assessment processes (both for and of learning) are critical in online and f2f learning (upon school reopening), the training of teachers in how to best exploit existing skillsets and modalities of teaching (blended and flexible learning) and the role parents play in this process, are all key areas that we need to address if we are to meet the demands of learning today.

In this session we look at the importance of re-establishing actual levels of language proficiency after this hiatus in learning. Reliable and easily administered tests are required to give teachers and administrations an understanding of students' levels and needs. Once these are established, assessment for learning will play an increasingly critical role in the process with teachers and learners engaging in constructive feedback that informs the next steps of learning.