Beverly Baker

• Formation des enseignants de langue
• Développement et validation des évaluations de langues
• Recherche en évaluation de langue, surtout en évaluation de l’écrit
• Approches critiques à la didactique et à l’évaluation des langues

Beverly Baker a commencé sa carrière en enseignant l’anglais langue seconde au Canada, au Japon, en France et aux Émirats Arabes Unis pendant plus de 15 ans. Elle a ensuite poursuivi ses études de doctorat en évaluation des langues avec Carolyn Turner au département d'études intégrées en sciences de l’éducation à l’université McGill. Ensuite, elle été Directrice des programmes de 1er cycle au même département, avant de venir à l’Université d’Ottawa. Ses intérêts de recherche se situent dans le domaine de la linguistique appliquée, suivant une approche critique à la didactique et à l’évaluation des langues.

• 2021-2023: Treasurer, International Language Testing Association
• 2022-2023: Chair, Research Subcommittee, TOEFL Committee of Examiners
• 2021-Present: Editorial Advisory Board, Language Assessment Quarterly
• 2019: International Assessment Award, British Council
• 2019 Emerging Researcher Award, Faculty of Arts, University of Ottawa
• 2019-2020: Interim Chair, Language Assessment Special Interest Group, International Language Testing Association (ILTA)
• 2018 University of Ottawa Young Researcher of the Year, Office of the Vice President, Research
• 2018- present: Member of Editorial Board, Assessing Writing
• Co-Chair, Language Testing Research Colloquium (International Language Testing Association), Bogota, Colombia (2017)
• Vice President, Canadian Association of Language Assessment (2015-2017)

• 2022-2026: OLBI Research Chair in Language Assessment Literacy
• 2018-2021: Social Sciences and Humanities Research Council of Canada (SSHRC), Toward Achieving Canadian Bilingualism: Investigating Language Teacher Professional Identity in Pre-service ESL and FSL Teachers. PI: C. Riches; CI’s: B. Baker, L. Thomas
• 2016-2021: Social Sciences and Humanities Research Council of Canada (SSHRC) Collaboration in Haitian Teacher Development: Cultivating Inclusive Action Research Practices. PI: B. Baker 

Graduate:

• BIL 5103 Assessment of Second Language Competence
• BIL 5503 Évaluation de la compétence en langue seconde
• BIL 5502 Méthodologies de recherche en études du bilinguisme

Undergraduate:

• DLS 1100 Introduction to Second Language Teaching
• DLS 3130 Initiation to Language Assessment
• DLS 3530 Initiation à l'évaluation des langues
• DLS 3100 Classroom Observation and Related Research
• DLS 4900 Expérience pratique / Field Practice 
• ESL 1113 Elementary Grammar for Second Language Learners
• ESL 2361 Advanced Writing Skills for Second Language Learners
• ESL 2121 Reading and Writing Skills for Second Language Learners: Advanced Level

• Baker, B., Polikar, S., & Homayounzadeh, M.  (2021). “I was not thoughtful enough before:” Exploiting the learning-oriented-assessment potential of a test taker-oriented rubric for summative assessment. In Gebril, A. (Ed.), Learning-oriented language assessment: Putting theory into practice. Routledge. 
• Baker, B., Homayounzadeh, M., & Arias, A. (2020). Investigating the test-prep and instructional possibilities of a test-taker oriented rubric for a high-stakes writing test. Journal of Second Language Writing, 50, https://doi.org/10.1016/j.jslw.2020.100771 
• Baker, B. A., & Turner, C. E. (2020). Rating scales and rubrics in language assessment. In Chapelle, C.A. (Ed.), The concise encyclopedia of applied linguistics (pp. 987-994). Hoboken, NJ: Wiley and Sons. 
• Baker, B., & Germain, J. (2020).  A narrative inquiry into the formative assessment practices of an Indigenous language teacher.   In M. E. Poehner & O. Inbar-Lourie (Eds.), Toward a Reconceptualization of L2 Classroom Assessment: Praxis and Researcher-Teacher Partnership. Springer Educational Linguistics series.
• Baker, B., & Hope, A. (2019). Incorporating translanguaging in LSP assessment: The case of a test for university professors. Language Assessment Quarterly, 16 (4-5), 408-425. 
• Baker, B., & Riches, C. (2018). The Development of EFL examinations in Haiti: Collaboration and language assessment literacy development. Language Testing, 35(4), 557-581.
• Baker, B., Palfreyman, D. M., Hiller, G., Poha, W., & Manu, Z, (2017). Biliteracy as policy in academic institutions.  In D. M. Palfreyman & C. van der Walt (Eds.), Academic biliteracies: Translanguaging and multilingual repertoires in higher education settings. Bristol, UK: Multilingual Matters.
• Baker, B., & Wigglesworth, G. (2017).  Language assessment in indigenous contexts in Australia and Canada.  In Shohamy, E. & Or, I. G. (Eds.), Encyclopedia of language and education. Springer.
• Baker, B. (2016). Language assessment literacy as professional competence: The case of Canadian admissions decision makers. Canadian Journal of Applied Linguistics, 19(1), 63-83.
• Baker, B. (2015). An Updated Visual Representation for Writing Assessment Research. Special Issue: Language Assessment in Canada: Critical Issues and Research Agenda. TESL Canada Journal, 32 (9), 134-136.
• Baker, B. A., & Laurier, M. (2015). The certification of teachers’ language competence in Quebec in French and English: Two different perspectives? Special issue: Language Assessment in the Canadian Context. Language Assessment Quarterly, 12(1).
• Baker, B., Tsushima, R., & Wang, S. (2014). Investigating Language Assessment Literacy: Collaboration between assessment specialists and Canadian university admissions officers. Special Issue--Language testing and assessment in higher education: Some current issues. Language Learning in Higher Education, 4 (1).
• Baker, B. A. (2013). Language assessment: Blurring the boundaries. Keynote talk for the Meeting on English Language Teaching (MELT), École de langues, Université de Québec à Montréal, QC.
• Sarkar, M., Lavoie, C., Metallic, J., Baker, B., & Strong-Wilson, T. (2013). Siawinnu’gina’masultinej: A language revitalization initiative for Mi’gmaq in Listuguj, Canada. Proceedings for the Seventeenth Conference of the Foundation for Endangered Languages (FEL XVII), Ottawa, Ontario.
• Baker, B. A. (2012). Individual differences in rater decision-making style: An exploratory mixed methods study. Language Assessment Quarterly, 9(3), 225-248.
• Baker, B. A. (2011). Use of the cloze-elide task in high-stakes English proficiency testing. Spaan Fellow Working Papers in Second or Foreign Language Assessment, 9, 1-16.
• Baker, B. A. (2010): Playing with the stakes: A consideration of an aspect of the social context in a gatekeeping writing assessment. Assessing Writing, 15(3), 133-153.
• Baker, B. A. (2009). Conflicting genre expectations in a high stakes writing test for teacher certification in Quebec. Spaan Fellow Working Papers in Second or Foreign Language Assessment, 7, 1-19.
• Baker, B., & Turner, C. E. (In Press). Rating scales in language assessment. In Chapelle, C. (Ed.), The concise encyclopedia of applied linguistics. Hoboken, NJ: Wiley and Sons.