english as an additional language assessment workshop 2 assessment... · 2020. 2. 27. · english...
TRANSCRIPT
© PDST, 2010
1 The PDST is funded by the Department of Education and Skills
under the National Development Plan, 2007-2013
English as an Additional Language Assessment Workshop
© PDST, 2010
2 The PDST is funded by the Department of Education and Skills
under the National Development Plan, 2007-2013
Workshop Overview
• Language Support
• Assessment
• Benchmarks
• Primary School Assessment Kit
© PDST, 2010
3 The PDST is funded by the Department of Education and Skills
under the National Development Plan, 2007-2013
Key Messages
• The primary school assessment kit assesses pupils across the skills of listening, speaking, reading and writing
• The receptive skills of listening and reading are straightforward to assess. The productive skills of speaking and writing are more subjective
© PDST, 2010
4 The PDST is funded by the Department of Education and Skills
under the National Development Plan, 2007-2013
The national strategy in relation to EAL
• Improve the skills of teachers in assessing, monitoring and recording literacy and numeracy outcomes for EAL students- from 2012-2013
• Ensure that schools prioritise the tracking, assessment and analysis of the achievement of students for whom English is an additional language as part of the school’s self-evaluation and improvement process- from 2012-2013
© PDST, 2010
5 The PDST is funded by the Department of Education and Skills
under the National Development Plan, 2007-2013
The Teaching and Learning Quality Framework
5
Teaching & Learning
Learner outcomes
Learner experiences
Teachers’ practices
• Attainment of curriculum objectives
• Learning
environment • Pupils’
engagement in learning
• Learning to learn
• Preparation for teaching
• Teaching approaches • Management of
pupils • Assessment
Th
em
e
Su
b-t
he
me
s
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
Gather the evidence
Analyse the evidence
Make judgements about strengths
and areas for development
Write school self-evaluation
report
Devise a 3-year school
improvement plan
Implement and monitor
improvement plan
Key steps in the SSE Process
© PDST, 2010
7 The PDST is funded by the Department of Education and Skills
under the National Development Plan, 2007-2013
Role of Language Support Teacher
Circular 0015/2009
‘In collaboration with parents and mainstream class teachers, EAL support teachers identify pupils requiring additional language support, assess pupils’ proficiency in English using the assessment materials, devise appropriate language programmes, deliver the programmes and record and monitor pupils’ progress’.
© PDST, 2010
8 The PDST is funded by the Department of Education and Skills
under the National Development Plan, 2007-2013
Objective of language support
The principal objective of the language support programme is to integrate the pupil as quickly as possible into all mainstream learning and activities of the school.
Up and Away p. 20
© PDST, 2010
9 The PDST is funded by the Department of Education and Skills
under the National Development Plan, 2007-2013
Responsibility for EAL pupil
Circular 0015_2009 ‘EAL support teachers are appointed to assist schools in providing additional EAL support
teaching for pupils. The EAL pupil remains the responsibility of the mainstream class teacher at
primary level ...’
© PDST, 2010
10 The PDST is funded by the Department of Education and Skills
under the National Development Plan, 2007-2013
Language or Learning
• Feedback from workshop one
• Observations
© PDST, 2010
11 The PDST is funded by the Department of Education and Skills
under the National Development Plan, 2007-2013
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
© PDST, 2010
12 The PDST is funded by the Department of Education and Skills
under the National Development Plan, 2007-2013
Assessment of Learning Assessment for Learning
happens after the learning takes place
an integral part of the learning
process
When?
Who? information is gathered by the
teacher information is shared with the learner
What? information is usually transformed into marks/grades
information is available on the quality of learning
Why? comparison with the performance of others
comparison with aims and objectives is important
Purpose looks back on past learning
looks forward to the next stage of learning
Both inform teaching and learning
© PDST, 2010
13 The PDST is funded by the Department of Education and Skills
under the National Development Plan, 2007-2013
Continuum of Assessment
© PDST, 2010
14 The PDST is funded by the Department of Education and Skills
under the National Development Plan, 2007-2013
Assessment - Possible exemptions from standardised testing
• Education Act – 1998
• 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.’
© PDST, 2010
15 The PDST is funded by the Department of Education and Skills
under the National Development Plan, 2007-2013
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)
© PDST, 2010
16 The PDST is funded by the Department of Education and Skills
under the National Development Plan, 2007-2013
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.
© PDST, 2010
17 The PDST is funded by the Department of Education and Skills
under the National Development Plan, 2007-2013
English Language Proficiency Benchmarks
A1 Breakthrough Level
Lowest Level
A2 Waystage Level
B1 Threshold Level
For pupils entering with no English, this represents the first learning targets
Pupils progress into this 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
© PDST, 2010
18 The PDST is funded by the Department of Education and Skills
under the National Development Plan, 2007-2013
Global scales of underlying linguistic competence how
well a child can do it at each level
Global benchmarks of communicative proficiency
what a child can do at each level
Thirteen themes
© PDST, 2010
19 The PDST is funded by the Department of Education and Skills
under the National Development Plan, 2007-2013
Local wider community
Weather
Time
People and places in other areas
Caring for my locality
Thirteen Themes
Our school Myself
Food and clothes
Shapes, colours, opposites
Animals and plants
People who help us
Seasons, holidays and festivals
Transport and travel
© PDST, 2010
20 The PDST is funded by the Department of Education and Skills
under the National Development Plan, 2007-2013
Speaking and Listening
• Global benchmarks of communicative competency (Up and Away, p. 38 and 39)
- listening
- spoken interaction
- spoken production
• Global scales of underlying linguistic competence (Up and Away, p. 40)
- vocabulary control
- grammatical accuracy
- phonological control
© PDST, 2010
21 The PDST is funded by the Department of Education and Skills
under the National Development Plan, 2007-2013
A1 (Breakthrough)
A2 (Waystage)
B1 (Threshold)
Listening
Spoken Interaction
Spoken Production
© PDST, 2010
23 The PDST is funded by the Department of Education and Skills
under the National Development Plan, 2007-2013
A1 (Breakthrough)
A2 (Waystage)
B1 (Threshold)
Listening
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.
Spoken Interaction
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.
Spoken Production
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.
© PDST, 2010
24 The PDST is funded by the Department of Education and Skills
under the National Development Plan, 2007-2013
Primary School Assessment Kit
• one of many tools for assessment
• can be used for AoL and AfL
• 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 on-going assessment
• contributes to pupil profile
© PDST, 2010
25 The PDST is funded by the Department of Education and Skills
under the National Development Plan, 2007-2013
Primary School Assessment Kit
A tool to assess language proficiency
3 sets of tests:
- Set 1 (Placement)
- Set 2
- Set 3
Tips for using the PSAK
www.pdst.ie
© PDST, 2010
26 The PDST is funded by the Department of Education and Skills
under the National Development Plan, 2007-2013
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.
© PDST, 2010
27 The PDST is funded by the Department of Education and Skills
under the National Development Plan, 2007-2013
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
© PDST, 2010
28 The PDST is funded by the Department of Education and Skills
under the National Development Plan, 2007-2013
• Listening test
• Speaking test
© PDST, 2010
29 The PDST is funded by the Department of Education and Skills
under the National Development Plan, 2007-2013
• Reading Test
• Initial Assessment
• Writing Test
© PDST, 2010
30 The PDST is funded by the Department of Education and Skills
under the National Development Plan, 2007-2013
Record keeping
Circular 0015_2009
‘All documentation in relation to the administration of tests must be retained by the school for
audit/inspection purposes.’
http://www.education.ie/servlet/blobservlet/cl0015_2009.doc
© PDST, 2010
31 The PDST is funded by the Department of Education and Skills
under the National Development Plan, 2007-2013
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
© PDST, 2010
32 The PDST is funded by the Department of Education and Skills
under the National Development Plan, 2007-2013
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)
© PDST, 2010
33 The PDST is funded by the Department of Education and Skills
under the National Development Plan, 2007-2013
Record keeping Primary School Assessment Kit
‘An individual file for each pupil should be maintained by the Language Support Teacher to include all
assessments, scoring sheets and pupil assessment profiles. Samples of pupils’ written work should also be
maintained on the files and dated accordingly.’ •English language portfolio
•individual file
•e-portfolios
•use of ICT
© PDST, 2010
34 The PDST is funded by the Department of Education and Skills
under the National Development Plan, 2007-2013
Assessment Strategies
• Profile of child’s prior learning
© PDST, 2010
35 The PDST is funded by the Department of Education and Skills
under the National Development Plan, 2007-2013
Source: English as an Additional Language in Irish Primary Schools, NCCA
© PDST, 2010
36 The PDST is funded by the Department of Education and Skills
under the National Development Plan, 2007-2013
Assessment Strategies
• Profile of child’s prior learning
• Monitoring language and social development during the silent phase
© PDST, 2010
37 The PDST is funded by the Department of Education and Skills
under the National Development Plan, 2007-2013
Source: IILT,
© PDST, 2010
38 The PDST is funded by the Department of Education and Skills
under the National Development Plan, 2007-2013
Assessment Strategies
• Profile of child’s prior learning
• Monitoring language and social development during the silent phase
• Teacher observation and checklists
© PDST, 2010
39 The PDST is funded by the Department of Education and Skills
under the National Development Plan, 2007-2013
Source: Up and Away p.21
© PDST, 2010
40 The PDST is funded by the Department of Education and Skills
under the National Development Plan, 2007-2013
First Feedback From Class teacher
Source: Up and Away, IILT, 2007
© PDST, 2010
41 The PDST is funded by the Department of Education and Skills
under the National Development Plan, 2007-2013
Feedback on Progress of Language Support Pupil p. 23
Source: Up and Away, IILT, 2007
© PDST, 2010
42 The PDST is funded by the Department of Education and Skills
under the National Development Plan, 2007-2013
Where to from here?
• Tips for using PSAK
• EAL Review Sheet
• www.pdst.ie
• Plan for Assessment
© PDST, 2010
43 The PDST is funded by the Department of Education and Skills
under the National Development Plan, 2007-2013
Míle Buíochas
Advisors Name and Contact Details