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

? ?

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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