ESOL ASSESSMENT
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Transcript of ESOL ASSESSMENT
ESOL ASSESSMENT
Susan Millington
ESOL Adviser, School Support Services
Learning IntentionWe are learning to effectively assess English language
learners achievement for MoE funding purposes
Success Criteria• All eligible students are identified and funding is
accessed for those students.
• Teachers will be able to identify school and national cohort levels.
• Teachers will choose appropriate assessment methods to assess students.
• ELLs : English Language Learners
• ESOL : English for Speakers of Other Languages
Who are English language learners?
ESOL
? ?
??
Who are English language learners?
ESOL
Migrants Refugees
International Students
NZ born students
Enrolment proceduresWhat information do you need to collect?• How can you ensure you have accurate
information about home language?• Record date of entry to NZ at time of
enrolment.
New Zealand born students• At least one parent must be a migrant to New
Zealand. How can this be confirmed?
Purpose of the ESOL funding assessment
• To establish, on a broad continuum, the extent of the gap between the English language learner and his/her age level cohort.
• If the gap is significant and the learner is below cohort, then the student will be funded.
• To find out what the learner knows and guide teachers with next steps
ESOL funding levels
Migrant students
• Up to 5 years entitlement
• $800 for first year (Years 0-6) then $600 per year
• $1100 for first year (Years 7-8) then $800 per year
Refugee students• Up to five years entitlement• $1200 a year for first two years• $600 a year in 3rd, 4th and 5th years
New Zealand born students• Eligible for up to three years funding after two terms at school• $600 per year (Years 1-4-of migrant/refugee parents) International students are not eligible for funding.
• Who is responsible for ESOL assessments and why?
Think, Pair, Share
Classroom teacher because…
• Behavioural differences• Classroom teacher will be able to identify cohort
students to use as benchmark• Assessment should be curriculum based• Knowledge of student
Classroom teacher may consult with ESOL teacher and other teachers
When to assess
• MoE ESOL funding applications are due in March and August.
• Complete ESOL assessments in November/December and June or February if student is new to the school.
ESOL/AF formPurposes
• Determines each student’s eligibility for ESOL funding
• Show levels of achievement in comparison to national cohort
• Record the progress of each student during the funding period
• Consists of 4 sections Individual profile, Initial assessment, Assessment of four modes in English Cumulative record of student assessment
For NESB Students from a Migrant Background
School Name: _____________________________ ____________ School No: ______ _______
Use this form for newly enrolled students only. All sections must be completed before any funding is provided. Please PRINT the information. Attach to the Status List from previous term and post before closing date to: Migrant and Refugee Education Team, Ministry of Education, Private Bag 92644, Symonds Street Auckland.
Date Started at your school
dd/mm/yy
Student Names (include ESOL ref no. if from another school)
No. Surname First Name(s)
Date of Birth
dd/mm/yy
Year Level 0 -15
Gender
M/F
Country of Birth
Ethnicity
First Language
Date of Entry to NZ
dd/mm/yy
Assessment
Enter 0 for minimal
English or total score (up to 112)
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I certify that an English language programme making specific provision for students named in this form is in place and that the information above is accurate. Signed:________ _________________________ (Principal/Chairperson) Date: _________ ________ Please photo copy this form as required.
See lists in Pamphlet B
When status lists are returned to school, enter student MoE number on AF form.
What happens to these forms at your school?
Minimal English Stage• Students at this stage are those who have the greatest
need to develop English language skills.
Criteria
• Understands only isolated words or simple, repetitive slowly delivered messages
• Responses are largely dependent on non-verbal cues
• Produces little or no spoken text
Minimal English stage Remember..
• Settling in period is important before assessing students
• Differences in students’ personalities and affective influences
• Minimal or disrupted formal schooling
Assessment of Students beyond Minimal Stage
Cohort: What is it?• “Cohort” comprises students of the same age
performing at the “normed national level”
• Perspectives should include both school’s own cohort group and national cohort
• Standardised and/or norm-referenced assessments provide teachers with a reference point
• Exemplars/Literacy Learning Progressions/National Standards illustrate what can be expected of students at particular cohort levels
BICS AND CALP (Cummins, 1994)
BICS = basic interpersonal communication skills
CALP = cognitive academic language proficiency
How long to acquire these?
BICS: 2-3 years
CALP: 5-7 years
Points for funding
1= Well below cohort attainment
2=Below cohort attainment
3=Well below cohort attainment
Points for Funding
0 Minimal English
45 Well below cohort attainment
90 Below cohort attainment
112 112 or below means student is eligible for funding
135 Close to cohort attainment
135+ Cohort attainment
Current practicesHow do we, as a school, currently assess English
language learners?
ESOL/AF CriteriaWhat methods or tasks could be used to assess each
criteria?
Listening p.14-15 Speaking p.28-29, Reading p.42-45Writing p.58-59
Funding Assessment Guidelines (FAGs)
English Language Learning Progressions ELLP
The progressions explain what teachers need to know about English language learners to maximise their learning and participation.
They will enable teachers to choose content, vocabulary and tasks that are appropriate to each learner’s age, stage and language learning needs.
The progressions are intended primarily for teachers of English language learners but are also useful for teachers of students who would benefit from additional language support.
Using the progressions for assessment• Use twice during the year
• For ESOL funded learners these judgements could coincide with the ESOL funding assessment
• Assessment for ESOL funding should use tasks and texts at cohort level whereas assessment using ELLP should involve tasks within the range of proficiency of the learner