Session 2 English Language Proficiency Benchmarks Assessment Key
Session 2 English Language Proficiency Benchmarks Assessment
Key messages • The child’s culture and first language should be respected at home and in school. • Assessment is most useful when it informs teaching and learning. • Listening, speaking, reading and writing should be taught in an integrated manner.
English Language Proficiency Benchmarks • based entirely on the language needs of the Primary School Curriculum • devised by IILT 2000 -revised 2003 • derived from the Common European Framework of Reference for Language (CEFR).
English Language Proficiency Benchmarks A 1 Breakthrough Level Lowest Level For pupils entering with no English, this represents the first learning targets A 2 Waystage Level Pupils progress into this level B 1 Threshold Level Pupils able to carry out the activities in this level without any help should be capable of full integration into the mainstream class. a series of ‘can do’ statements of what a child can do at each level
Global benchmarks of communicative Global scales of proficiency underlying linguistic competence what a child do itatateach level how well a childcan do each level Thirteen themes
Thirteen Themes Caring for my locality People who help us Myself Weather Our school Animals and plants Transport and travel Seasons, holidays and festivals People and places in other areas Shapes, colours, opposites Time Food and clothes Local wider community
When to use English Language Proficiency Benchmarks • assess a pupil before language support begins • devise a language programme • to monitor children’s progress • to assess the child’s level at the end of language support • to make a case for children who need support for more than two years.
Speaking and Listening • Global benchmarks of communicative proficiency (Up and Away, p. 38 and 39) • Global scales of underlying linguistic competence (Up and Away, p. 40) - listening - vocabulary control - spoken interaction - grammatical accuracy - spoken production - phonological control
A 1 (Breakthrough) Listening Spoken Interaction Spoken Production A 2 (Waystage) B 1 (Threshold)
A 1 (Breakthrough) Listening Spoken Interaction Spoken Production A 2 (Waystage) B 1 (Threshold) Can understand basic school and classroom rules when they are explained very simply and with appropriate gestures. Can understand instructions given in the classsroom, gym, playground, etc. Can understand detailed instructions in the classroom, gym etc. Can ask permission to go to the toilet. Can ask for attention in class. Can interact spontaneously in the playground, engaging with other pupils in games and activities. Can use key words and simple phrases/sentences to describe a playground game. Can use a series of phrases and sentences to describe what he/she watches on television, how he/she likes to do homework after school and what he/she does at home. Can give a simple talk about the school.
Assessment “… gathering, recording, interpreting, using and reporting information about a child’s progress and achievement in developing knowledge, skills and attitudes” Assessment in the Primary School Curriculum: Guidelines for Schools, NCCA, 2007
Assessment of Learning When? happens after the learning takes place Assessment for Learning an integral part of the learning process information is gathered by the teacher information is shared with the learner information is usually What? transformed into marks or grades information is available on the quality of learning Who? Why? comparison with the performance of others Purpose looks back on past learning comparison with aims and objectives is important looks forward to the next stage of learning Both inform teaching and learning
Assessment Strategies • Profile of child’s prior learning
Source: English as an Additional Language in Irish Primary Schools, NCCA
Assessment Strategies • Profile of child’s prior learning • Monitoring language and social development during the silent phase
Source: IILT,
Assessment Strategies • Profile of child’s prior learning • Monitoring language and social development during the silent phase • Teacher observation and checklists
Source: Up and Away p. 21
First Feedback From Class teacher Source: Up and Away, IILT, 2007
Feedback on Progress of Language Support Pupil p. 23 Source: Up and Away, IILT, 2007
Assessment strategies • Profile of child’s prior learning • Monitoring language and social development during the silent phase • Teacher observation and checklists • Portfolios • Teacher-designed tasks and tests • Criterion-referenced benchmarks (English as an Additional Language in Irish Primary Schools, NCCA, p. 51 -59)
Standardised tests • Education Act • Circular 0138/2006 “Pupils may be excluded from the test if in the view of the school principal they have a learning or physical disability which would prevent them from attempting the test, or in the case of newcomer pupils, where their level of English is such that attempting such a test would be inappropriate. ”
Reporting the child’s progress to parents • essential part of link between school, home and the community • explore strategies • • work collaboratively with all relevant staff engage the services of a translator pictorial representation of progress invite parents to view samples of child’s work
A tool to assess language proficiency 3 sets of tests: - Set 1 (Placement) - Set 2 - Set 3
Primary School Assessment Kit • four skills need to be assessed (depending on age of child) • reading and writing are not provided for infants • skills can be assessed at different times.
Primary School Assessment Kit (June 2008, cover letter) ‘… with tests of English language proficiency, to be used with their pupils for whom English is a second language. The results of these tests will, in the future, be required by Primary Teachers’ Payments Section, in connection with applications from schools for language support’
Primary School Assessment Kit • one of many tools for assessment • can be used for Ao. L and Af. L • assesses a pupil’s level of proficiency on entry to the school • can assist in smooth transition between schools • determines progress across broad curricular themes • provides ongoing assessment • contributes to pupil profile
Primary School Assessment Kit • reading and writing tests are differentiated for junior and senior primary • receptive skills of listening and reading are easy to assess • productive skills of speaking and writing are more difficult to assess
Video Clip • Listening test • Speaking test
Primary School Assessment Kit, IILT/DES, 2007
Assessment “… gathering, recording, interpreting, using and reporting information about a child’s progress and achievement in developing knowledge, skills and attitudes” Assessment in the Primary School Curriculum: Guidelines for Schools, NCCA, 2007
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