Welcome to LAALTA

The Latin American Association for Language Testing and Assessment (LAALTA) is a non-profit organization comprised of professionals and researchers in language assessment and testing with interest in the Latin American context. This group seeks to promote language assessment and testing best practices in Latin American educational and professional contexts.

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More information to come about our 5th LAALTA Conference

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Who we are

Discover LAALTA’s history, check our list of Members and Institutional Affiliates, or learn more about the structure and administration of our association.

Our Team

Pablo Toledo

Pablo Toledo

President 2024-2026 | Argentina

Cambridge University Press & Assessment

Pablo is an English teacher and teacher trainer (ISP “Joaquín V. González”). He holds a Postgraduate Advanced Certificate in Educational Assessment from the University of Cambridge and a Diploma in Education Policy from Universidad Torcuato Di Tella. Before joining Cambridge University Press & Assessment, he managed projects in the areas of remote teaching, internationalisation of higher education and language teaching to refugees for the British Council and led the Education department of the Buenos Aires Herald newspaper.

Gladys Quevedo Camargo

Gladys Quevedo Camargo

Vice President 2024-2026| Brazil

University of Brasilia

Gladys holds a PhD in Language Studies and works with English language teaching and teacher education at the Department of Foreign Languages and Translation at the University of Brasília (UnB), located in the capital of Brazil. She also coordinates the Applied Linguistics Post-graduation Program at the same university. Her main areas of interest and research are language testing, classroom language assessment and language assessment literacy

Nayibe Rosado

Nayibe Rosado

Past President 2021-2023 | Colombia

Universidad del Norte

Nayibe is associate professor at Universidad del Norte, Colombia and one of the co-founders of LAALTA. Her general research interests reside in the intersection of student learning and teacher learning and how language affects the construction of reality in contexts such as classrooms and in other institutions that surround us.

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