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Bridging Language Learning Assessment
with the Real World March 8, 2018 | 10:30 a.m. – 12:00 p.m.
Agenda 1. Julie Ship, Settlement Language Coordinator, AMSSA
2. Jennifer Low, Instructional Developer & LINC
Instructor, MOSAIC
3. Anita Price, Coordinator, ESL & Settlement Assistance Programs, Cariboo Chilcotin Partners for Literacy
4. April Toh, LINC Instructor, S.U.C.C.E.S.S
Julie Ship
Settlement Language Coordinator AMSSA
Benefits of Portfolio Based Language Assessment
• Teacher-led and classroom-based • Ongoing takes pressure off learners • Feedback is more immediate
assessment of learning ↓ summative assessment assessment for learning formative assessment
http://pblaepg.language.ca/part-a-pbla-background/theoretical-foundations-of-pbla/
CLB Guiding Principles
Skills versus tasks
http://pblaepg.language.ca/part-b-pbla-in-my-classroom/portfolio-contents/
Balance
Submitting Questions • Type your questions in the Question Box • Tweet using #AMSSAevents • Email to [email protected]
Jennifer Low
Instructional Developer & LINC Instructor MOSAIC
Empowering newcomers to fully participate in Canadian society
Empowering newcomers to fully participate in Canadian Society mosaicbc.org
My role(s) at the MOSAIC Language Centre… LINC Instructor Instructional Developer (I
Empowering newcomers to fully participate in Canadian Society mosaicbc.org
Managing PBLA in Real World Ways
Collect portfolio artefacts through various methods
Combine CLB competency areas when it makes sense
Bring real-world experiences into the classroom
Develop means as a team to manage the PBLA workload
Empowering newcomers to fully participate in Canadian Society mosaicbc.org
“Flip-Side” Tasks Many tasks in the real-world have a “flip side” Collect 2 portfolio tasks instead of 1 when
possible
Empowering newcomers to fully participate in Canadian Society mosaicbc.org
Self-Assessments
Empowering newcomers to fully participate in Canadian Society mosaicbc.org
Peer Assessments
Empowering newcomers to fully participate in Canadian Society mosaicbc.org
Anecdotal Evidence as Artefacts
Make note of students’ successful use of English inside and outside of the class
This is evidence of students meeting their real-world task goals
SU CLB: ___.___ Skill: L S R W
Notes:
Task finished with help / by yourself
Empowering newcomers to fully participate in Canadian Society mosaicbc.org
Combining Competencies
In the real-world, tasks require a variety of competencies
Group 2 competencies in one task
Empowering newcomers to fully participate in Canadian Society mosaicbc.org
Real-World Experiences/Tasks Inside the Classroom
Empowering newcomers to fully participate in Canadian Society mosaicbc.org
Facilitating Real-World Connections
Empowering newcomers to fully participate in Canadian Society mosaicbc.org
Managing the Workload: Ways to Support Instructors
Empowering newcomers to fully participate in Canadian Society mosaicbc.org
Jennifer Low LINC Instructor / Instructional Developer [email protected]
Anita Price
Coordinator & Instructor ESL & Settlement Assistance Programs Cariboo Chilcotin Partners for Literacy
Bridging Language Learning Assessment with the Real World
Presentation by Anita Price Cariboo Chilcotin Partners for
Literacy
Vancouver 457 km
Prince George 325 km
100 Mile House
Mission Statement CCPL are community
members committed to promoting literacy through awareness, advocacy and
by initiating and supporting learning opportunities.
Books for Babies
Families As Learning Leaders
Literacy Outreach
www.caribooliteracy.com
Some of the ESL learners posing for a picture.
The ESL learner painted this picture to celebrate Canada’s 150th birthday. She painted the official bird of each province among the colourful leaves of the maple tree.
The 100 Mile Visitor Information Centre boasts the worlds largest pair of cross country skis. They provide free welcome packages for anyone moving into the area.
Over the years the hospital has had many additions and renovations. It includes all the public health care offices for the community.
After the initial fear of meeting the police, everyone enjoyed their visit to the new RCMP station in 100 Mile House.
What is the first thing you would grab if you were told to evacuate your home immediately?
The Gustafson Fire threatened homes and caused the 2 week evacuation of 100 Mile and surrounding areas in July, 2017
Although several homes were destroyed by the fire, none of the ESL group participants’ homes were directly affected.
One PR Learner was evacuated three times – once from her home and twice more from places she had been evacuated to.
For those who have “graduated” from the program, the annual Christmas potluck luncheon and musical presentations are a time to reconnect with friends and meet new immigrants to the area whom they often mentor and provide translation services for.
This couple volunteers their time as tutors with the ESL program. They have also attended almost every conversation circle for the past 10 years. They provide invaluable help with greeting learners, setting up AV equipment and making coffee.
The 100 Mile House CCPL office provides room for tutors and learners to meet as well as an area for staff. A large meeting room on the main floor is available for the conversation circles and other group classes.
You are welcome to contact me,
Anita Price
www.caribooliteracy.com
April Toh
LINC Instructor S.U.C.C.E.S.S
Who? What? How?
Why O’ Why? What’s next?
April Toh LINC 6 & 7 Instructor
REAL WORLD TASKS in
REAL WORLD SETTINGS with
REAL WORLD PEOPLE for
REAL WORLD REASONS
ENGLISH-ON-THE-GO (FIELD TRIPS)
Plan your Field
Trip 1-3 months ahead
Create the assessment
Ideas & Suggestions: Real World Tasks and
Assessments
Self-Assessment
Peer-Assessment
Teacher Assessment
BEFORE the field trip
RII: Checking Google Map RIV: Reading for info on field trip’s destination
DURING the field trip
SI: Interacting with the speaker L II: Comprehending instructions LIV: Comprehending information
AFTER the field trip
SIV: Sharing information (+photos) with another class WI: Writing a thank you email/letter to presenter
Theme/ Topic
Community / National Indigenous Peoples Day
CLB Benchmark 7 Competency RIII. Getting Things Done – Locate,
integrate and use 3 or 4 pieces of information from moderately complex formatted texts.
Task 30 minutes: Students will navigate the website and complete a worksheet / make an event poster
Tool Rubric / Checklist Resource(s) Website + National Indigenous
People’s Day Event
Sprouting Flowering Bearing Fruits
Not yet/ Needs help
Almost/ Close
Yes: Answer is correct & complete
Analytic - Details *Details: Date and day of the event
*Details: Time and duration of the event
* Details: Location of the event with suggested ways arrive by public transit
* Details: 2 major activities expected at the event with a brief description of each
How to register as a volunteer for this event – list the steps in the correct order
* This criterion must be checked ‘Yes’ to be successful at this task.
We volunteered as Breakfast Servers
We participated in the Friendship Walk.
Mayor Gregor Robertson chatted with us and then we took a “happy shot”
together - National Indigenous People’s Day
Volunteers are given free first
aid training!
Welcoming Japan’s Kaiwo Maru - King of the Sea! Posing with us is… Richmond’s Mayor Malcolm Brodie Sharing our joy via a post field-trip S-IV (Sharing information) assessment.
At Richmond City Hall with Mayor Malcolm Brodie
It’s knitting
and interweaving our strengths, passions, goals,
and life experiences into this colorful tapestry
called
Synergy rocks! I would love to hear from you! [email protected]
http://pblaepg.language.ca/