1. Implementing Portfolio-Based Language Assessment (PBLA) in LINC & ESL
CESBA Conference, Toronto
December 2012

2. Presenters
Mia Gauthier, Policy Analyst, Language Policy Information, Language, Community Policy Division, Integration Branch, Citizenship and Immigration Canada
Joseph Colonna, Language Training Unit, Ontario Ministry of Citizenship and Immigration
Shirley Graham, LINC and ESL Coordinator, Ottawa-Carleton District School Board

3. Presentation overview
Introductions
CIC language training policy priorities
PBLA pilots and findings
Implementing PBLA in ESL and FSL
The PBLA model
Implementing PBLA in the classroom: Ottawa Pilot
Impact of PBLA implementation on programs – Ottawa-Carleton District School Board
Plan for national PBLA implementation
Q & A

4. CIC LANGUAGE TRAINING POLICY PRIORITIES/ PBLA PILOTS AND FINDINGS
Mia Gauthier Policy Analyst, Language Policy Information, Language, Community Policy Division Integration Branch, Citizenship and Immigration Canada

5. National Plans and Priorities
CIC has established a set of national Plans & Priorities for the Settlement Program for the next three years:
1. More newcomers to Canada engage early in their settlement experience and participate actively in the settlement services they need to reach their expected outcomes
Maximize the number of eligible clients accessing CIC-funded services
Make individual needs assessment and settlement plans for clients a systematic practice across SPOs
2. CIC has an innovative and coordinated settlement delivery network
Improve planning to eliminate duplication among competing initiatives in a community
Promote collaborative partnerships with provinces, territories and municipalities
Maintain a diverse network of SPOs with strong organizational integrity
3. CIC can report on Program to Canadians
Strong financial accountability
Demonstrate the impact of the program through measurable and comparable newcomer outcomes

6. Strategic Plan for Language Program Improvements: 2012 -2015
UPFRONT ASSESSMENT
CLBLA/CLBA /CLBPT / BTC/ ELTPA
Online Self-Assessment (CLB-OSA)
Analysis of existing placement tools; work toward a unified tool for all programs
Pilot Coordinated Language Assessment and Referral System (CLARS) in Ontario
Increase Promotion of CLB-OSA and connectivity to other CIC sites
ONGOING AND EXIT
ASSESSMENT
Milestones Test
PBLA
LINC/CLIC completion certificates
Continue development of CLB Milestones Test; construct pilot, develop French language equivalent of Milestones; begin CLB/NCLC Milestones Test promotion
Research options for computer-based testing
Manage introduction by Service Provider Organizations (SPOs) of LINC/CLIC certificates, and support similar process in BC, Manitoba and Quebec
Roll out phased implementation of PBLA as a standard feature of LINC in all regions
Work towards inclusion of PBLA training in TESL teacher training programs
TEACHER TRAINING
Certifica-tion
In-service training
Launch and promote the Framework for Post-TESL Certification in Ontario
Liaise with teacher certification bodies in other provinces to introduce and harmonize post-TESL qualifications
Encourage the use of Tutela.ca to conduct PD activities, including user groups, webinars, videoconferencing, etc.

7. Strategic Plan for Language Program Improvements: 2012-2015
DEVELOPMENT
ONLINE
National repository
Online & blended training
Launch Tutela.ca, national repository of language teaching tools and resources
Build on provincial government support for additional website features and promotion
Increase the proportion of blended and online training to expand access
Continue to support LearnIT2teach in Ontario and export the model to other Regions
Implement CLIC en ligne 2-6
Move to open source software approach and pilot universal Learning Management System (LMS) in traditional and blended classes
PROGRAM ARCHITECTURE
BC & Manitoba Transition
Phasing out LINC/CLIC levels
Program standards
Ensure national program alignment of language training programs across the country (LINC, ELSA, EAL)
Strengthen adherence to core national program standards (Teacher certification, curriculum, etc.)
Provide policy guidance for moving away from LINC/CLIC level course organization
Support modifications to iCAMS/iCARE to enable learner data tracking in CLB terms
Implement LINC/CLIC level phase-out
Adapt and disseminate Curriculum Guidelines and classroom materials
Print/distribute new CLB/NCLC documents, develop supporting tools, adapt resources as required
Lift restriction on access to English and French training for learners in official language minority communities
Replace iCAMS with new iCARE system, train regional staff and service providers

8. CIC Language Training Policy Priorities – in brief
Renewing national standards through revisions to the Canadian Language Benchmarks (CLB) and the Niveaux de compétence linguistique canadiens (NCLC)
Supporting students to achieve their goals through the creation of CLB/NCLC-based assessment tools
Bridging students to the wider community by introducing certificates of achievement in LINC and CLIC
Supporting teachers by disseminating best practices through Tutela.ca, a national online repository of resources for ESL professionals

9. Revising National Standards
The CLB/NCLC provide a common framework for describing, measuring and recognizing second language proficiency of adult immigrants and prospective immigrants for living and working in Canada
CIC has contributed to the initial development of the CLB in 1996, their revision in 2000, the development of the NCLC in 2006, and the latest revision of both this past year
Training for assessors and teachers on the revised CLB/NCLC began this fall in Ontario, and is expected to take place in other parts of the country within the next year

10. Need for a CLB-based in-class assessment tool
The 2010 LINC evaluation noted the absence of tools to measure the impact of LINC/CLIC on students’ learning progress
A 2009 pan-Canadian report on government-funded language training recommended that Manitoba’s tried and tested portfolio assessment system become a national initiative
Portfolio-Based Language Assessment (PBLA) is an in-class assessment protocol that is directly aligned to the CLB framework
PBLA was developed to improve CIC’s ability to measure program impact, to bring teachers to a common standard of practice and provide them with a standardized approach to measure student advancement, and to support better learning results for its students
More consistent assessment practices also support CIC’s plan to have LINC/CLIC results used in the citizenship application process

11. PBLA pilots and findings
CIC introduced PBLA through pilot projects in Ottawa (Oct 2010-Dec 2011), and in Edmonton, Moncton, St. John and Fredericton (Aug 2011-ongoing)
Ontario’s Ministry of Citizenship and Immigration also co-piloted PBLA with CIC in Ottawa from January 2011
The findings of an independent review of the Ottawa pilot showed that teachers assessed their students more effectively, while students took up a more active role in their learning
The pilots also highlighted a significant disparity within and across regions in terms of teachers’ instruction and assessment practices, which confirmed the need for a consistent assessment standard to improve the reliability of LINC and CLIC data used to measure students’ language learning results and report on program impact
Purpose of Edmonton and NB pilots was to test a more effective model of PBLA implementation (i.e. train the trainer)

12. Implementing PBLA in ESL/FSL
Joseph Colonna Language Training Unit, Ontario Ministry of Citizenship and Immigration

13. Redesigning the ESL/FSL Program
Goal:
To ensure the provincial Adult Non-Credit
English/French as a Second Language Training Program:
is learner-focused and results-based;
addresses the full spectrum of adult language training needs;
aligns with provincial objectives for adult education; and
is coordinated with federal language training programs.
5 OBJECTIVES:
Access to training
Program accountability and standards
Labour market language training
Coordination with the federal government
Funding and program design flexibility

14. Coordination with Federal Language Training
A number of enhancements will help to improve coordination between provincial and federal language training programs. These include:
Alignment of all language training courses to the Canadian Language Benchmarks framework
Introduction of the Coordinated Language Assessment and Referral System (CLARS)
Adoption of a shared common learner and course database (called HARTs)
Piloting Portfolio Based Language Assessment as a potential model for standardizing in-class learner assessment and recording progress

15. Piloting of Portfolio-Based Language Assessment
Piloting in the Ottawa region (Ottawa Catholic School Board and Ottawa Carleton District School Board).
Initial indications include:
increased retention of learners in courses as well as great interest in developing their portfolios of samples confirming their progress
increased consistency in measuring progress
Currently considering the impacts of implementing PBLA more widely In MCI’s Adult Non-Credit Language Training Program, including
managing PBLA within a large class size environment & continuous intake
cost of implementation
training of instructors
Timing to coincide / complement other major Redesign initiatives

16. The PBLA Model
Prepared by Joanne Pettis EAL Specialist and former Coordinator of Adult EAL Curriculum Development for the Government of Manitoba

17. An assessment approach that… Reflects CLB principles
The PBLA model
An assessment approach that…
Reflects CLB principles
Fulfills formative and summative assessment purposes
Promotes and enhances learning
Builds on and enhances teacher expertise
PBLA is based on the model of Portfolio Assessment that we introduced throughout the Manitoba adult EAL system beginning in 2004.
So it is a model influenced by my quest for an approach to assessment that would not only fulfill the needs of funders for reliable data, but also…
Reflect CLB principles
Learner-centred
Task-based
Competency-based
Embedded in community, school and work contexts
Fulfill formative( for learning) and summative (of learning) assessment purposes
Promote and enhance learning
Build on and enhance teacher expertise
Therefore, PBLA also reflects these intents

18. Portfolio Based Language Assessment: Description
Portfolio-Based Language is a CLB-referenced approach to assessment in language training programs that engages teachers and students in dialogue to tell the story of the student’s journey in learning English and meeting their personal goals.
PBLA differs from traditional models of assessment because it shifts assessment from a one-time event at the end of a term to being an iterative cycle throughout the term, i.e. teach a module or unit of instruction and assess learning. It is also an approach that emphasizes the goal-setting, reflection and on-going, action-oriented feedback that research has demonstrated advances student learning and autonomy.
Metaphorically, we can think of language learning as a kind of journey a person goes on. There are different ways a person can go on a journey. They can let someone else do all the planning and they can just sit back and enjoy the view and listen to the guide comment on what they are seeing until the guide tells them they’ve reached a destination; or they can get involved in the planning, make decisions about where they will go. They can mark out the map and help to monitor the route and they can create the scrapbook of mementos so they can tell the story of their journey.
PBLA can be used in a variety of contexts and at a variety of levels.

19. Portfolio-Based Language Assessment
PBLA is embedded in curriculum and is an integral part of the teaching and learning cycle
Teachers and students collaborate to set language learning goals, compile numerous examples of language proficiency and learning in a variety of contexts over time, analyze the data, and reflect on progress
Cannot be an add-on! Teachers need to plan for PBLA and teach the concepts and skills that students need in order to participate effectively. Done well, Students develop language skills and other Essential Skills that are transferable to a variety of other contexts.
This means teachers may need to plan differently. A colleague in Manitoba said, I now plan with the end in mind. In other words, as she is planning her modules of instruction, and identifies language tasks she will focus on, she begins to make plans about what she will assess and how she will assess.

20. Presentation Portfolios
Types of Portfolio
Learning Portfolios
Document learning over time in relationship to goals and needs
Presentation Portfolios
Showcase exemplary work and skills, often for employment purposes
PBLA uses learning portfolios, so artefacts put into a portfolio at the beginning of the term may reflect the CLB levels students came into the class with more than artefacts put into the portfolio later in the year, when their proficiency in English has increased and they are able to do more.

21. Student entering CLB levels, needs and goals
Portfolio Contents
Student entering CLB levels, needs and goals
Assessment tasks and skill-using activities (Listening, Speaking, Reading and Writing)
Addressing the range of CLB outcome competencies (e.g. in Listening & Speaking - social interaction, instructions, suasion, and information)
Self-assessment (often using the Can Do Checklists)
Student reflection on learning

22. Protocol: Beginning of the Term
Set aside a regular time (usually weekly) to do PBLA-related activities
Intro students to new resources for PBLA
Intro students to the concepts and develop the language skills for PBLA
Record entering levels, needs and goals
Add autobiography, and samples of language
Begin master list of portfolio tasks
PBLA needs to be a regular part of the teaching/learning cycle. Without this, Students forget what they need to do and it becomes an interruption to instruction instead of a intrinsic feature of it.

23. Protocol: Throughout the Term
Assess regularly and provide action-oriented feedback
Add samples of language learning (minimum 4 – 5 assessment tasks per skill to make an informed CLB decision):
FT class – 2-3 language task samples + reflection per week
PT class – 3-4 language tasks sample + reflection every 2 weeks
Periodically review the portfolio and discuss progress
Throughout the term, Teachers and Students continue to add artefacts to the portfolio. Generally about 1-2 language samples a week plus a reflection piece in a full-time class. However, it is the quality of the dialogue and reflection that Students and Ts engage in that is critical. PBLA is less about creating a product, i.e a portfolio than it is about engaging in a reflective learning process.

24. Protocol: At the End of the Term
Collect portfolios
Use master list of assigned assessment tasks to review and evaluate portfolio data and other documentation (e.g. anecdotal records, SAM tasks, test results…)
Write progress report
Discuss progress report with students, referencing items in the portfolio (there should be no surprises for the student)

25. Standardized Progress Report
Page 1:
Program & student info
Attendance
Current & previous CLB levels
Page 2:
Comments about language
learning
Page 3:
Additional Comments
Suggestions
Student Comments
N.B. Reliability of Task-Based Assessment
Programs display a constructive and positive assessment culture.
Assessment is related to students’ learning goals.
There are clear standards, required protocols and appropriate resources to conduct assessment.
There are rigorous procedures for quality assurance and quality control of teachers’ judgments.
There is access to sufficient and appropriate assessment tasks, tools, and other resources.
There is professional development for teachers and supportive monitoring of assessment practices.
In developing the implementation plan for PBLA, we examined the research to determine what conditions best supported effective assessment practices. We considered these factors in developing the PBLA Implementation Plan.
Harlen, Wynne. (2004). A systematic review of research evidence of the impact on students, teachers and the curriculum, of the process of using assessment by teachers for summative purposes. EPPI Centre, University of Bristol.
There are several tools and supports that have been developed for PBLA:
Standardized Progress Report:
The report has drop down menus and as well as check boxes. The drop down comments banks are intended to make it easier for teachers, but also to ensure comments consistent with CLB descriptors. It is intended to be completed electronically.

26. Support their colleagues in PBLA implementation:
Lead Teachers (LTs)
Support their colleagues in PBLA implementation:
Use PBLA in their own classrooms, model promising practice, and explore the potential of PBLA to enhance learning 
Train colleagues in PBLA
Support but not supervise or evaluate colleagues
Facilitate collegial collaboration, inquiry and problem-solving around PBLA implementation
Liaise with program administrators regarding conditions that will best support PBLA implementation
Must successfully complete LT training

27. Student Language Companion
A support to language learning & settlement
Three versions:
ESL Literacy
CLB Stage 1
CLB Stage 2
6 Sections
The Canadian Language Benchmarks
My Canada
My Community
Helpful English
My Notes
My Portfolio
The Language Companion provides students with CLB and PBLA info, national and regional settlement information, Helpful English reference material, a place to keep everyday class notes, and My Portfolio, where students will collect examples of their language tasks in listening, speaking, reading and writing.
Is available in 3 versions, ESL Literacy, Stage 1 and Stage 2.
It’s important to point out that the Language Companion is not intended to be a textbook. Instead it is a support to Students and Ts. However, teachers can build on material in the Language Companion or refer Students to various pages for follow-up to language learning activities or home study.
Assessment that is explicitly designed to promote learning is the single most powerful tool we have for both raising standards and empowering lifelong learners
There in nutshell is PBLA. It is a principled and research-influenced assessment protocol designed to promote learning. And indeed, when done well it does just that.

28. IMPLEMENTING PBLA IN THE CLASSROOM: OTTAWA PILOT
Prepared by Larry Iveson PBLA Lead Teacher, Adult LINC/ESL, Continuing Education, Ottawa Carleton District School Board

30. Role of the PBLA Lead Teacher
Clerical/office/binder management
PBLA Administration
Support Students
Provide Instructor support
Provide instructor professional development

31. From our experiences with PBLA
When beginning PBLA don’t feel you have to throw everything away and start over
The PBLA term moves really fast – take it step by step
Students at all levels can come up with specific task based needs and short term goal statements
Task based outcomes allow for reinforcement of learning
Regular PBLA feedback on learning through rubrics, assessments and tests allows students to focus on their strengths and weaknesses

32. IMPACT OF PBLA IMPLEMENTATION ON PROGRAMS – OTTAWA-CARLETON DISTRICT SCHOOL BOARD
Shirley Graham LINC and ESL Coordinator, Ottawa-Carleton District School Board

33. PBLA Roles and Responsibilities
PBLA Leads
Are vital to the success of integrating the PBLA into your process
Not only well-versed in CLB, but should have taught all levels, supportive and positive by nature, process-oriented with strong attention to detail
Program Coordinators
Coordinate program activities by refining processes
Identify gaps in program delivery and in the community
Harness as many efficiencies from within your organization and offer opportunities to share

34. Impact of PBLA on programs
Managing expectations by:
Integrating what you already are doing with the PBLA and building upon those common denominators
Establishing clear lines of communication and support regarding timelines, scheduling and expectations
Preparing for the introduction of progress reports

35. Impact of PBLA on instructors
Formalized approach to language delivery and assessment that provides recalibration to the CLB
Establishes a common language of understanding of benchmarks between:
Instructor and student
Instructors
Service providers

36. Impact of PBLA on students
They like the portfolio
They like the process of communication with the instructors and PBLA Lead
They appreciate the explanation of their progress and how it is captured in the portfolio
They have a better understanding of what they do well and what they need to do to improve
Easier movement between service providers and between ESL and LINC programs

37. Commonly expressed challenges: The process is time consuming
Resistance to change
Commonly expressed challenges:
The process is time consuming
The progress reports are time consuming
Less time with students
Too much time spent assessing, not enough time left for teaching
The world hates change, yet it is the only thing that has brought progress.
- Charles Kettering

38. Working with resistance - Harnessing Excellence from Within
Staff have years of experience and expertise –
they have seen changes come and go!
Identify and refer to the common denominators of what is already in place in the program
Identify what works and what doesn’t; who is excelling and who is struggling
Provide opportunities for instructors to come together to share their own best practices
Harness the positive engagement of your staff and support them in developing and delivering PD on their own best practices in-house, at local PD days, and/or regional TESL conferences
Be the change you want to see in the world
- Mahatma Gandhi

39. Scheduling and Managing Expectations
Establish clear timelines and schedule for:
Portfolio assessment
Student conferencing
Completing progress reports
Discuss challenges openly
Find creative solutions within your program
Progress reports are time consuming. What can be done to ease that constraint?
Survey your instructors on the impact this process has had on them

40. Pending issues and challenges
Matching the language of the progress report to the level of the student
Providing more time for instructors to complete the progress report
Putting what we use on Tutela.ca
Provide opportunities to recent grads from TESL programs to learn about the PBLA

41. PLAN FOR NATIONAL PBLA IMPLEMENTATION
Mia Gauthier, CIC

42. CIC Plan for National PBLA Implementation
Adapt PBLA for CLIC
Make all PBLA-related materials available online through Tutela.ca
Allow teachers time to conduct assessments of students’ progress and to improve assessment practices
Equivalent of 5min/teaching hour and 8hrs of meeting time per year
Identify and train a cadre of Lead Teachers (LTs) across Canada
LTs would then train colleagues and guide them through the first year of PBLA implementation, as is currently being done in Edmonton and New Brunswick
Make the Language Companion (LC) available to all students, in hard copy or online
Continue to work closely with provincial & territorial partners to support their efforts in introducing PBLA in their programs

43. Questions & Answers
Thank you!