Download presentation
Presentation is loading. Please wait.
Published byDomenic Arnold Modified over 6 years ago
1
Real World Assessment Task Bank to support PBLA
Ottawa-Carleton District School Board TESL Ontario Conference, November 1-2, 2018
2
Purpose of today’s workshop:
An introduction to the project An overview of the development of the tasks The procedures used for piloting & reviewing A demo of the website A look at some sample tasks Next Steps
3
RWATB Project Team Core Project Team:
PBLA Leads Larry Iveson & Catherine Hodgins (SMEs) Technical Lead: Diane McCargar Project Managers: Jennifer McKay & Carol Adams Administrative Support: Alina Razinkova Task Developers: 21 OCDSB instructors Desktop Publishing: Fritz Van Den Heuvel - Ardocs Website Development: Jeremy Cole - Tech. Consulting
4
RWATB Project Team- Task Developers
5
RWATB Advisory Committee Members
Tara Holmes - CCLB Consultant & PBLA Lead Trainer & Project Lead for Multi-Level Modules Project, Calgary, Alberta Anne-Marie Kaskens - TCDSB - Program Consultant & Team Lead for Quartz (Ontario Curriculum Guidelines Project), Toronto, Ontario Subhadra Ramachandran - HCDSB - Manager Newcomer Language Programs Diane Ramanathan - Community Coordinator, Tutela; instructor for TESL Program at Algonquin College, Ottawa, Ontario Sarah Schmuck - PBLA Regional Coach & Project Lead for Multi-Level Modules Project, Calgary, Alberta Anne Senior - CCLB, Specialist Consultant
6
RWATB Project - Background
OCDSB one of the first programs involved with PBLA during CIC’s pilot in 2010 Leads selected / LINC & ESL instructors trained PBLA started in January 2011 for CLB 1-4 classes A gap in knowledge and tools for instructors was felt, even though Leads were supporting instructors in the creation of their assessment tasks
7
RWATB Project - Background (con’t)
This “gap” sowed the seeds for the creation of the Real World Assessment Task Bank Project, proposed by OCDSB ESL Program in fall of 2015 to Ontario’s Ministry of Citizenship and Immigration Awarded project funding in July 2016 Two-year project ended Spring 2018
8
What was the RWATB Project about?
Develop a bank of single level, stand alone Real World Assessment Tasks Variety of themes and CLB competencies in all 4 skills Ranging from Foundation Literacy to CLB 7 Loaded onto an easy to use, searchable website AND for OCDSB...building capacity of instructors & our program in creating real-world language assessment tasks
9
What was the RWATB Project about?
Over 300 tasks available on the task bank to share with other programs in Ontario and throughout Canada Increased knowledge and capacity of Instructors, PBLA Leads and others participating in the project Positive networking opportunity among colleagues from various sites Process to follow with templates (a model) for other tasks to be created
10
RWAT Capacity Building: Feedback
6+ years teaching experience & PBLA training 100%: knowledge and skills in creating tasks increased 100%: knowledge of CLB and ALL documents improved 100%: knowledge of productive and receptive tasks improved 100%: ability to create assessment texts, scenarios and activities improved After the project ended, the developers were surveyed anonymously. Most of the developers have 6+ years teaching experience, and most had attended all of the PBLA implementation training.
11
Developing Tasks Critical points to think about for developing tasks:
Are they Real World Tasks? - would students actually need to do this outside the classroom? Are they appropriate for the level based on the CLBs? Can the task be done in the classroom effectively? -Key points that developers focused on
12
Task Analysis and Development
Listening CH -
13
Developing Receptive Tasks
Listening Used and adapted materials from PBLA Lead training package to help with development We would like to share some of the worksheets and templates we used
14
Developing Receptive Tasks
Listening CH -
15
Developing Receptive Tasks
Listening CH -
16
Developing Receptive Tasks
Listening CH -
17
Developing Receptive Tasks
Listening CH -
18
Developing Receptive Tasks
Listening CH -
19
Developing Receptive Tasks
Listening CH -
20
Productive Task Example
Skill-using vs. Assessment Tasks - a few examples of skill-using only Holistic part of many assessment tools Clear indication of success and importance of teacher feedback Student self-check/self-reflection was usually included for students to complete after or to review the assessment before finishing it - giving students opportunity and habit of reviewing their own work.
21
Productive Task Example
Show and walk through template for thinking through Receptive tasks Think about text analysis - is it level appropriate or can it be adapted? Screenshot of text analysis page? Think about levels of questioning - screenshot?
22
Productive Task Example
Show and walk through template for thinking through Receptive tasks Think about text analysis - is it level appropriate or can it be adapted? Screenshot of text analysis page? Think about levels of questioning - screenshot?
23
Productive Task Example
Show and walk through template for thinking through Receptive tasks Think about text analysis - is it level appropriate or can it be adapted? Screenshot of text analysis page? Think about levels of questioning - screenshot?
24
Productive Task Example
Show and walk through template for thinking through Receptive tasks Think about text analysis - is it level appropriate or can it be adapted? Screenshot of text analysis page? Think about levels of questioning - screenshot?
25
Developing Tasks What We Learned
“I am more confident now in mentoring new/other instructors.” Developing Tasks What We Learned “I now understand how important the CLB and ALL documents are and how to use them, so that my assessments are at the right CLB level for my students.” “It has helped me be more organized and structured when doing assessment tasks.” CH -A few quotes about things we learned during the project (feedback from the Survey in June) Struggles with authentic copyright free materials, isolating skills and levels especially lower level listen, foundations, multi-levels, multi-skills, receptive, benchmark appropriate tasks, continuity, real-enough, simulating real life in , descriptors in assessment tool, weighting of the tool/scales, incorporating up-to-date technological tasks
26
And on the administrative side of it all...
Task naming nomenclature was developed We knew early on that we would need some way of consistently identifying individual tasks as they progressed through the various stages of the project so we developed this system. By theme By skill and level By competency; and finally The name of the assessment task Once established, this was used consistently and you will see these in the footnotes of the tasks that you download.
27
Reviewing and Piloting
Multiple draft/review cycles during development Google sign-up sheet listing tasks released in Jan 2018 for field testers to choose preferred tasks Task and feedback files were ed out based on requests in most cases 2-3 drafts / reviews of each prior to releasing for field testing Another review once feedback forms were received Another review once desktopped published versions were received
28
Reviewing and Piloting
As feedback sheets were received, each was reviewed for suggested changes to the assessment task Once finalized, the 309 assessment tasks were then sent for desktop publishing After reviewing (one last time) the final step was the uploading of the assessment tasks to our website in both Word and PDF formats, along with any required audio/video for listening activities As you can imagine, the exchange of information over the course of this project was huge. In total, we used: an OCDSB internal drive for our initial Word draft versions, Google docs to share the assessment task information with field piloters, Microsoft OneDrive to exchange the tasks for desktop publishing purposes, over s sent and received, and now everything uploaded to the website for instructors to download and use.
29
To our Piloters... A huge thank you to the 190 Piloters from 70+ organizations stretching from BC to Yukon to Nova Scotia who volunteered their time to use our assessment tasks and provided us feedback for consideration when finalizing the completed versions We are pleased to announce the winners of the six gift cards: Janet Gilchrist Corinne Mariani Randi Medeiros Rayisa Ovcharova Agnes Papanastasiou Marina Silov-Marcan The level of interest in the project jumped when TESL Ontario sent out a message indicating that we were looking for volunteers. We put all the field testers names in a bowl and draws were made by three of the project team members taking turns pulling names. Janet Gilchrist Corinne Mariani Randi Medeiros Rayisa Ovcharova Agnes Papanastasiou Marina Silov-Marcan
30
Online, searchable database of tasks Realworldtasks.ca
Website Demo Online, searchable database of tasks Realworldtasks.ca
31
Logging In Choose a sector (ESL-Ontario, LINC-Ontario, etc.)
Type the password: instructor Publicly funded language training programs have been sent password information. Please contact your Administrator. *** add at top of page
33
Home Page Note: These single skill stand-alone assessment tasks are not lessons or module plans. Task-based assessments should always be part of a planned unit of inter-related language tasks on a specific topic.
34
How can people search the Bank?
Searching How can people search the Bank? Click on a theme(s), skill(s), and level(s). You can choose multiple Click again to remove a selection Answers appear in real-time (no enter, or go.)
35
Narrowing your search with keywords
Searching Narrowing your search with keywords Add keyword(s) (one or two at most) Click on Go
36
Search Results Scroll down to see all results
Name, Theme, Topic, Skills, Level, Competencies, Word, PDF, audio and video files. Click on files to download
37
Downloading Tasks
38
Sample Tasks FC-S3-a-Greeting a Friend at a Community Event
CB-R4-c-Reading a Credit Card Bill ED-S2-ac-Greeting the Teacher When Arriving Late or Leaving Early HS-R1L-c-Reading a Doctor’s Office Appointment Card HN-RW2L-bc-Entering Information into an online Public Transit Planner ED-RWFL-bc-Copying Name and Date on a Class Paper HS-L6-b-Understanding Workplace Safety Information HN-L5-d-Getting Ready for a G1 Road Test
39
FC-S3-a-Greeting a Friend at a Community Event
Prompt Today we are going to do a role-play. You are at a community picnic. You see me at the picnic. I am your friend. You need to greet me and ask me about the picnic. Talk about something you like about the picnic. Say goodbye to your friend. Sample Role-Play Student (Friend 1): Good Morning Susan, how are you? Teacher (Friend 2): Hi Bob. I’m fine. How are you? I’m fine. Do you like the picnic? Yes. It is really fun. What about you? Do you like the picnic? Yes, it is nice. I like the food. Yes, the food is very good. Well, it was nice to see you. I hope you enjoy the rest of the picnic. Thanks. You too. Goodbye! Bye! An example of basic greetings and small talk. This same task can be found at CLB 3 and at CLB 4. The Real World Assessment Task Bank has some parallel tasks at two different levels.
40
FC-S4-a-Greeting a Friend at a Community Event
Sample Role-Play Prompt Today we are going to do a role-play. You are at a community picnic. You see your friend. Greet your friend and ask him/her about the picnic. Talk about 2 things you like about the picnic and tell your friend why you like those things. Say goodbye to your friend. Friend 1: Good Morning Susan, how are you? Friend 2: Hi Bob. I’m fine. How are you? I’m fine. Are you enjoying the picnic so far? Yes, I am. What about you? Yes, it’s fun and the weather is beautiful. I like the games because they are different for me. I like the food because it is very delicious. Yes, the food is very good. I haven’t played any games yet, but maybe I will later. Well, it was nice to see you. I hope you enjoy the rest of the picnic. Thanks. You too. Goodbye! Bye! CLB 4 - Ask about 2 things you like vs. CLB 3 - Ask about 1 thing
41
FC-S3-a-Greeting a Friend at a Community Event
42
FC-S4-a-Greeting a Friend at a Community Event
Asked 2 questions as opposed to 1 Performance indicators - different
43
CB-R4-c-Reading a Credit Card Bill
Copyright issue using commercial material Some tasks involved quite a lot of work to produce ‘simulated real-world tasks’.
44
CB-R4-c- Reading a Credit Card Bill
Add keyword(s) (one or two at most) Click on Go
45
ED-S2-ac-Greeting the Teacher When Arriving Late or Leaving Early
An example of an everyday real classroom task that is recorded when it actually occurs by the teacher. It can be recorded ether on a whole class observation record or on individual feedback forms.
46
HS-R1L-c- Reading a Doctor’s Office Appointment Card
A variety of student feedback forms to match the English level of the student including certificates Think one records three different times in which a student was able to read different appointment cards
47
HN-WR2L-bc- Entering Information Into an Online Public Transit Trip Planner
A few tasks included multiple skills and competencies although the majority are limited to one.
48
ED-RWFL-bc-Copying Name and Date on a Class Paper
It can be challenging to find Found. Lit. tasks for PBLA. Although these are skill-building activities, the authentic task that is being evaluated is the student’s ability to copy their name and the date on a classroom paper.
49
ED-RWFL-bc-Copying Name and Date on a Class Paper
This tasks involves reading and writing and can be recorded on a feedback form such as this.
50
HS-L6-c- Understanding Workplace Safety Information
Higher level task with audio files
51
HN-L5-d-Getting Ready for G1 Road Test in Ontario
A higher level task with authentic real-life video reference Answer sheet including reference to levels of questioning such as literal and interpretive
52
FAQ Page About Page Filename conventions Frequently asked questions
Templates used to create tasks Credits Survey and Contact Information: About Page
53
Next Steps Real World Module plans to support PBLA
Development Nov Dec. 2019 Teams 2-3 module plan developers Modules will include the plan, skill-building activities, skill using activities and real world tasks Will be loaded onto realworldtasks.ca in early 2020
54
Thanks for attending our presentation!
Similar presentations
© 2025 SlidePlayer.com Inc.
All rights reserved.