The British Council Assessment Research Group recently became British Council English Language Research with a broader research focus and remit. Following our expansion in scope from language assessment to language teaching, learning and assessment, we are currently reviewing our approach to our research Grants and Awards. The timeline and focus will be different to previous years, and as soon as further information is available, we will share this here.
If you would like to be notified when new information is available or get regular updates on our work, please submit your interest by writing to: ellarg@britishcouncil.org
The purpose of the Assessment Research Grants is to contribute to innovation in assessment theory and practice through the validation of Aptis and other British Council language assessments. We invite proposals for original research investigating key areas of interest for 2024 as detailed below.
British Council language assessment research is based on the Socio-Cognitive Model of Language Testing Development and Validation, most recently described in Chalhoub-Deville and O’Sullivan, 2020). Proposals utilising this theoretical model will be prioritised. The use of alternative validation models and frameworks that contribute evidence of the validity of British Council assessments will also be considered.
Projects which are more exploratory in nature and utilise instruments other than Aptis will be considered provided the proposal demonstrates strong potential for impact in the field of language assessment.
Projects will generally be 12-18 months in duration but, in exceptional circumstances, projects lasting up to 24 months will also be considered.
Who can apply?
- The Principal Investigator (PI) must be associated with an educational institution or recognised research organisation, similar in standing to the institutions recognised by UKRI.
- Collaborative proposals involving interdisciplinary teams are encouraged, and PIs representing diverse contexts and backgrounds are welcome.
- In order to foster our relationship with partners, we will also encourage applications from test users interested in understanding how British Council tests impact on their institution.
- Please note that regardless of the geographical location of applicants and regardless of where the actual research will take place, all contracts for research projects issued by the British Council are subject to the laws of England and Wales; this is non-negotiable.
- Contracts will be with the Administering Institution, which will be the institution at which the PI is based.
Financial support
Financial support for individual projects will be limited to a maximum of £25,000. Please note that projects will be evaluated based on value-for-money in the given context.
- Applications for extensive travel or large items of equipment will not be supported.
- Applications should not at this stage include requests for funding for conference presentations; if completion of the research project results in acceptance of a paper at an international conference, the British Council will consider supporting the attendance of one of the authors through a separate application.
Key deliverables
- Interim report (timeline to be agreed) to be sent out for external review
- Technical report to be published online by British Council (alternative publication of the research in peer-reviewed journals will also be considered).
- Sharing a record of presentations, publications and other dissemination of the project with the British Council for inclusion in our impact and reporting.
- Availability to present on the research topic at conferences and online (such opportunities will be agreed in advance on a case-by-case basis).
Please find the key areas of interest for 2024 below
The following two areas are of particular interest to the British Council in 2024. Technology is not identified as a separate area of interest as we believe that technology permeates these areas of interest and can be a key component or focus of either of these areas if relevant.
1. Assessing young learners
Young Learners covers a diverse range of age groups. In the context of British Council assessments, we have Aptis for Teens aimed at students in lower secondary as well as the British Council Primary Test aimed at students at the upper end of primary school. Projects focusing on these assessments are encouraged. However, this area of interest can also include assessment and feedback approaches for students in primary school age groups more broadly. As YL assessment is still a dynamic and emerging field, proposals contributing to a better understanding of the issues, theoretical basis, and opportunities for integrating assessment into teaching and learning more broadly for Young Learners are also welcome.
YL characteristics and considerations
- Student instructions: what’s the best way to communicate task instructions to YLs? E.g. brief or detailed written / aural / visual instructions?
- Young learners and onset age of learning & testing
- Appropriate test duration for tests of young leaners of different ages
- Use of visuals and animation to replicate authenticity in young learner assessment
- Use of machine learning for automated scoring: how does scoring compare to pen and paper tests at the same level?
YLs and Context of Use
- Multilingualism (i.e. impact of learning another language at the same time as learning basic skills in L1)
- Considerations around multilingual assessment for young learners
- Assessment and alignment with the school curriculum
2. Justice, Equity, Diversity and Inclusion (JEDI) in language assessment
Proposals in this category should focus on the intersection of English language assessment and EDI principles in educational contexts. Ideally, assessment tools and processes should be designed and administered in a way that is fair and unbiased, considering the diverse backgrounds and characteristics of test-takers. Addressing EDI in English language assessment contributes to the reliability and validity of the assessments, ensuring that they measure language proficiency accurately and fairly for a broad range of test-takers.
Topics of interest under this theme include but are not limited to:
Validation of assessment tools that promote an inclusive learning environment
- Exploration of construct validity in modified assessments
- The use of assistive technology
- Innovation in universal design approaches to assessment
- Accessibility measures for classroom and alternative assessment
Accommodations
- Investigations into the use of extra time across a range of candidate needs
- Effectiveness of specific accommodations on candidate performance
- Remote proctoring for candidates with specific needs
- Online delivery of special accommodations
- Test-taker perspectives on tests with accommodations
Assessment and fairness
- Differential item functioning for images/item content representing different social groups
- Innovative methods for detection of bias in assessments
- Mitigating bias in the way that scoring engines are developed
- Mitigating bias in AI generated test content
- Investigating socio-e economic factors that may impact test performance such as age, exposure to technology, socio-economic background etc.
Key dates for the Assessment Research Grants 2024
|
February-March 2024 |
Call for proposals |
|
31 March 2024 |
Applications close |
|
April 2024 |
Preliminary review of applications |
|
May 2024 |
Evaluation and selection |
|
30 June 2024 |
Notification of decisions to applicants |
|
July-August 2024 |
Drawing up and signing of contracts |
|
1 September 2024 |
Project start* |
*We are assuming and working towards a project start date of 1 September, however, this will be subject to the completion of administrative processes, including the signing of a Research Services contract.