Session 2 English Language Proficiency Benchmarks Assessment Primary Professional Development Service

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. Primary Professional Development Service

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). Primary Professional Development Service

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 levelPupils 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 Primary Professional Development Service

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 Primary Professional Development Service

Local wider community Weather Time People and places in other areas Caring for my locality Thirteen Themes Our schoolMyself Food and clothes Shapes, colours, opposites Animals and plants People who help us Seasons, holidays and festivals Transport and travel Primary Professional Development Service

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. Primary Professional Development Service

Speaking and Listening Global benchmarks of communicative proficiency (Up and Away, p. 38 and 39)Global benchmarks of communicative proficiency - listening - spoken interaction - spoken production Global scales of underlying linguistic competence (Up and Away, p. 40) - vocabulary control - grammatical accuracy - phonological control Primary Professional Development Service

A1 (Breakthrough) A2 (Waystage) B1 (Threshold) Listening Spoken Interaction Spoken Production Primary Professional Development Service

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. Primary Professional Development Service

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 Primary Professional Development Service

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 or 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

Assessment Strategies Profile of child’s prior learning Primary Professional Development Service

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 Primary Professional Development Service

Source: IILT,

Assessment Strategies Profile of child’s prior learning Monitoring language and social development during the silent phase Teacher observation and checklists Primary Professional Development Service

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 ) Primary Professional Development Service

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.” Primary Professional Development Service

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 Primary Professional Development Service

A tool to assess language proficiency 3 sets of tests: - Set 1 (Placement) - Set 2 - Set 3 Primary Professional Development Service

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 Professional Development Service

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 Professional Development Service

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 ongoing assessment contributes to pupil profile Primary Professional Development Service

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 Primary Professional Development Service

Video Clip Listening test Speaking test Primary Professional Development Service

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 Primary Professional Development Service