PIE SIG on Lake Nojiri Conference Schedule

	A	B	C
1	PIE SIG on Lake Nojiri Conference, September 1-3, 2023	Testing and Evaluation in Performance in Education (PIE SIG, TEVAL SIG)
2	Zoom Link (from September 2, 9:45am JST): https://us06web.zoom.us/j/87862948465?pwd=aHRKZTBZUTdPZFhEZThsVWFxakZqUT09 Meeting ID: 878 6294 8465 Passcode: 259955
3	CONFERENCE TEAM
4	David Kluge . . . Conference Chair
5	Gordon Rees . . . Conference Site Chair
6	Trevor Holster . . . Symposium Chair
7	Gordon Rees, Trevor Holster, Kim Rockell . . . Conference Photographers
8	(Conference Team meeting on Friday, September 1 at 16:00 at Conference Site)
9	SCHEDULE Overview (Tentative: Final Schedule August 31)
10
11	Friday (9/1) Cultural Event Tour of the Area (Starts at Kurohime Station) 13:00~15:30
12	Shinshu Soba Lunch	Kobayashi Issa Museum	Farmers Market
13
14
15	SITE (Saturday and Sunday) Nojiri Lake Resort
16
17
18	Saturday (9/2)
19	9:45-10:00 Registration
20	10:00-10:05 Opening Remarks (David Kluge, Trevor Holster)
21	10:10-12:20 Presentations (David Kluge, Gordon Rees, Kim Rockell)
22	12:20-14:00 LUNCH (walking distance)
23	Lumber Jack or
24	Pizza House Capitan or
25	Soba House Iwamura (May be closed) Your choice of restaurants
26
27	14:00-17:00 Symposium on Evaluation of Performance in Education Creative Performances
28	14:00-14:05 Introduction of Symposium (David Kluge)
29	14:10-14:05 Presentations on Evaluation of PIE (Trevor Holster, David Kluge, Sachi Oshima, Jeffrey Martin)
30	Discussion Panel (Trevor Holster, David Kluge, Sachi Oshima, Jeffrey Martin, Kim Rockell, Yaya Yao,
31	Gordon Rees, & Audience)
32	Networking Dinner (Korean Restaurant Juen)
33
34
35	Sunday (9/3)
36	10:00~11:30 Discussion (Trevor Holster, David Kluge, Jeffrey Martin, Yaya Yao, Kim Rockell,
37	Sachi Oshima, Gordon Rees, & Audience)
38	11:30-11:40 Closing Remarks (David Kluge and Trevor Holster)
39	12:15-14:00 Networking Lunch at St. Cousair Winery and Restaurant
40
41
42
43	SATURDAY SCHEDULE WITH ABSTRACTS
44	9:45-10:00 Registration
45	10:00-10:05 Opening Remarks (David Kluge, Trevor Holster)
46	10:05-12:20 Presentations
47	10:05-10:30 David Kluge	"Why PIE? The Rationale for Using Performance in Education Classroom Activities"
48	David Kluge, Chukyo University, has been teaching using Performance in Education in his classes for over 40 years and feels that he will soon get the hang of it. He is an author of oral communication and compositiion textbooks. He is also the founder and coordinator of the Japan Association for Language Teaching Performance in Education Special Interest Group (JALT PIE SIG).	This presentation is an introduction to Performance in Education (PIE). It first defines PIE, then goes on to discuss why people not trained in performance should consider using PIE activities in their classes. Areas covered in this discussion are the following: 1.Brain Lateralization, 2.Multimodal Learning, 3.Embodied Cognition, 4.Collaboration and Cooperation, 5.Group Cohesiveness, and Effectiveness. A little bit of time at the end will be provided for questions and comments.
49
50
51	10:40-11:05 Gordon Rees	"Deepening Understanding Through Performance in a Japanese Film Studies Course"
52	Gordon Rees is an Associate Professor in the Faculty of Policy Management at Yokkaichi University in Mie. He has been teaching EFL in Japan for 22 years. He is also an adjunct at the Nagoya University of Foreign Studies where, in addition to EFL reading and presentation courses, he also teaches classes on Japanese film and literature. He has a MA in Asian Studies from Cornell University with a concentration in Japanese literature. His current research interests include drama and role-play in EFL, PAL (performance-assisted learning), the teaching of culture, Japanese cinema and modern Japanese literature.	This presentation explains how a Performance-Assisted Learning (PAL) activity was implemented in a Japanese film studies class in an attempt to deepen student understanding of film content. The presenter has had success integrating PAL activities into many of his EFL courses. In the first half of the presentation, the presenter will briefly discuss some of the PAL activities he utilizes in these courses, his motivation for using PAL and the theory behind it. In the second half of the presentation the presenter will introduce and analyze a monologue activity that his students were assigned after watching Akira Kurosawa's Seven Samurai. It was hoped that this activity would draw attention to and deepen student understanding of the rigid social hierarchy in place in Japan during the Sengoku era and on relations between the farmer and samurai classes at that time.
53
54
55	11:15-12:05 Kim F. Rockell	"Is it a Real Voice ... or Maybe Robot? The Coding Catastrophe Revisited"
56	Kim Rockell was born and grew up in Christchurch, New Zealand, and is currently an associate professor at Komazawa University in Tokyo. His research interests encompass ethnomusicology and performing arts in education with projects examining plucked-string traditions, Philippine rondalla and Hispanic musical influences in the Asia Pacific, migrant music and music in diaspora, and the music/language nexus. Recently, while learning to perform traditional Noh in Japan, he has begun to explore the educational potential of English language Noh. He is also active as a classical guitarist.	The presentation revisits a pre-Pandemic presentation that showcases a dystopic view of contemporary internet technology by means of an English language Noh-style play. Japanese Noh theatre performance has a 700-year-old history, and involves a combination of poetry, music, dance, and drama. Beginning with a short overview of the history of Japanese Noh, participants will experience basic Noh performance techniques in an embedded mini workshop. These includes basic body posture, walking, chanting and group formation. Following this, guidelines to drawing on traditional techniques when creating English-language Noh as a vehicle for exploring themes that are relevant to participants individual lived experiences. With the move to online in response to COVID-19 and restriction of musical activity and performance in general, what forms could the transmission of knowledge about Noh take? Employing a reflection-in-action framework, participants will have the opportunity to enter more fully into the world of the Coding Catastrophe and explore how their own thinking resonates with its somber reflection on must-discussed aspect of the contemporary existential dilemma.
57
58	12:20-14:00 LUNCH (walking distance)
59	Lumber Jack or
60	Pizza House Capitan or
61	Soba House Iwamura Your choice
62	14:15-17:00 Presentations on Evaluation of PIE : Symposium
63	14:15-20 Introduction
64	LUNCH 12:05-14:00
65	14:00-16: 40 Symposium on Evaluation of Performance in Education Creative Performances
66
67	Trevor A. Holster 14:05-14:30	David Kluge 14:35-15:00
68	Foundation Document: Identity and Proficiency: Meaningful Approaches to Learning and Assessment	Foundation Document: Stachowiak, Bonni . (July 21, 2022). How Do You Grade a Creative Assignment? https://www.edsurge.com/news/2022-07-21-how-do-you-grade-a-creative-assignment
69	"Identity and Proficiency: Meaningful Approaches to Learning and Assessment"	"How Do You Grade a Creative Assignment?"
70	Proficiency is central to both learning and assessment, yet proficiency testing and communicative teaching typically address not proficiency, but behavioristic notions of linguistic performance, failing to address whether learners are authentic users of language and constraining them to mimicry rather than language use. This paper argues that the ability to create and project a range of identities is fundamental to becoming a proficient user, and that teaching and assessment must address this use of language. The primacy of language use over behavioristic performance has profound implications for both materials writers and test designers, and it is argued that the nature of commercial texts and tests precludes this use of language, so it is the role of the classroom teacher to fill this void.	"How Do You Grade a Creative Assignment?" Very carefully. The literature says to first define creativity. I will explain Mel Rhodes' (1961) definition of the four components of creativity: Person, Press, Process, and Product. I will then go on to show the influence of Brain Lateralization on the issue of fair evaluation of creative projects by looking at the impact of each hemisphere of the brain on creating and performing, focusing on the tension between the scieintific and artistic approach to evaluation. I will conclude by proposing a way to thread the needle between the scientific and the artistic approach to evaluation. There will be some time at the end for questions and discussion.
71	Trevor Holster is a Lecturer in the Department of English at Fukuoka Jogakuin University Junior College. He has a Master of Applied Linguistics degree from the University of Southern Queensland, specializing in curriculum design and classroom assessment. He serves as Vetting Committee Chair and data analyst for the JALT International conference, and serves on the editorial board of Shiken, the research journal of the JALT Testing and Evaluation SIG. He also serves as a manuscript reviewer for Language Testing, Language Assessment Quarterly, and Reading in a Foreign Language.	David Kluge, Chukyo University, has been teaching using Performance in Education in his classes for over 40 years and feels that he will soon get the hang of it. He is an author of oral communication and compositiion textbooks. He is also the founder and coordinator of the Japan Association for Language Teaching Performance in Education Special Interest Group (JALT PIE SIG).
72
73	Sachi Oshima 15:05-15:30	Jeffrey Martin 15:35-16:00
74	Foundation Document: Holster, et al., Learning by Assessing in an EFL Writing Class	Foundation Document: Fulcher, G., Davidson, F., & Kemp, J. (2011). Effective rating scale development for speaking tests: Performance decision trees. Language Testing, 28(1), 5–29. https://doi.org/10.1177/0265532209359514
75	"The Effects of Learners' Self- and Peer-Assessments on Video Presentations"	"Comparing Conventional Rubrics to a Decision Tree for Assessing Speaking Performance"
76	One challenge teachers face during online remote instruction is teaching oral English presentations. Targeting 22 Japanese low-proficiency level EFL college students taking hybrid-flexible (HyFlex) lessons during one academic semester, I introduced a video presentation project in which the students made a video presentation three times, conducted self- and peer-assessments, and provided comments to each other online. Employing a convergent parallel mixed-methods research design, I collected both quantitative and qualitative data. The results indicated that student raters provided valid self- and peer-assessments, but substantial differences were found in rating severity between the students and teachers. The students’ self-assessments showed a wider variation than the teacher-rater assessments, and the students provided more lenient peer-assessments than self-assessments. Despite the differences in rating severity, the students performed best in Presentation 3. Students’ comments in the post-course interviews indicated that peer-assessment encouraged them to notice areas for further improvement, which contributed to the enhancement of their performances.	This presentation covers published studies that contrast performance data-driven approaches (i.e., scoring based on observed interactions in specific communicative contexts) to conventional measurement-driven approaches (i.e., scoring by a set of linearly scaled categories). The comparison will illustrate trade-offs that are intrinsic to the choices teachers make when assessing student performance, particularly in terms of feasibility of rating performance and specificity of interactional genre. This presentation of theory and examples is aimed at fostering discussion about how teachers can conceptualize their own decision making when developing speaking tasks.
77	Sachi Oshima is a lecturer at the Faculty of Law at Chuo Gakuin University, Chiba. She is also a research fellow at the Research Institute for Policy Studies, Tsuda University, Tokyo. After working for the Japan Foundation as a chief officer, she has been an English teacher at several universities in the Kanto area. Her research interests are related to TESOL and intercultural exchange projects.	Jeffrey Martin has taught EFL learners in a variety of settings within secondary and tertiary education. He has an M.S.Ed. from Temple University, Japan Campus. Some of his research interests include materials design, language assessment, vocabulary learning, and the study of L2 listening. In Japan, to date, he has lived in Iwate, Kanazawa, Toyama, Tokyo, and Osaka. It is hard to choose a favorite.
78
79	Discussion on Presentations 16:00-16:40
80	Discussion Panelists include the Symposium Speakers (Trevor Holster, David Kluge, Sachi Oshima, Jeffrey Martin) plus the following people:
81
82
83	Yaya Yao	Kim F. Rockell
84	Yaya Yao (MEd, OCT) is a doctoral researcher at Kyushu University studying how Exploratory Practice can be effectively implemented in Japanese secondary school EFL education. Born and raised in Tkaronto, Canada, she is the author of Flesh, Tongue, a collection of poetry, and the lead writer of the Educator's Equity Companion Guide, a resource book on diversity and inclusion funded by the Ontario government for K-12 teachers.	Kim Rockell was born and grew up in Christchurch, New Zealand, and is currently an associate professor at Komazawa University in Tokyo. His research interests encompass ethnomusicology and performing arts in education with projects examining plucked-string traditions, Philippine rondalla and Hispanic musical influences in the Asia Pacific, migrant music and music in diaspora, and the music/language nexus. Recently, while learning to perform traditional Noh in Japan, he has begun to explore the educational potential of English language Noh. He is also active as a classical guitarist.
85
86		&The Audience
87	Gordon Rees
88	Gordon Rees is an Associate Professor in the Faculty of Policy Management at Yokkaichi University in Mie. He has been teaching EFL in Japan for 22 years. He is also an adjunct instructor at the Nagoya University of Foreign Studies where, in addition to EFL reading and presentation courses, he also teaches classes on Japanese film and literature. He has a MA in Asian Studies from Cornell University with a concentration in Japanese literature. His current research interests include drama and role-play in EFL, PAL (performance-assisted learning), the teaching of culture, Japanese cinema and modern Japanese literature.
89
90	Sunday Schedule
91	10:00-11:30 “Final Discussion on Evaluating Performance in Education Creative Performances”
92	Trevor Holster, David Kluge, Jeffrey Martin, Yaya Yao, Kim Rockell, Sachi Oshima, Gordon Rees, & Audience
93	This discussion allows the participants, including the audience, to collaboratively reflect and summarize the totality of Saturday's symposium presentations, culminating in a Joint Statement on Evaluating Performance in Education Creative Performances.
94	11:30-11:50 Musical Interlude 2 Kim Rockell
95
96
97
98
99
100