Implementing Portfolio-Based Language Assessment (PBLA) in LINC & ESLCESBA Conference, TorontoDecember 2012

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

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Presenters

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

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Presentation overview

Mia GauthierPolicy Analyst, Language PolicyInformation, Language, Community Policy DivisionIntegration Branch, Citizenship and Immigration Canada

CIC LANGUAGE TRAINING POLICY PRIORITIES/PBLA PILOTS AND FINDINGS

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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

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National Plans and Priorities

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Strategic Plan for Language Program Improvements: 2012 -2015

UPF

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ESSM

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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

ON

GO

ING

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XIT

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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

TEA

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ININ

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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.

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Strategic Plan for Language Program Improvements: 2012-2015

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National repositorywww.tutela.ca

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

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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

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

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CIC Language Training Policy Priorities – in brief

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

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Revising National Standards

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

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Need for a CLB-based in-class assessment tool

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

PBLA pilots and findings

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Joseph ColonnaLanguage Training Unit, Ontario Ministry of Citizenship and Immigration

Implementing PBLA in ESL/FSL

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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:1. Access to training2. Program accountability and standards3. Labour market language training4. Coordination with the federal government5. Funding and program design flexibility

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

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

Prepared by Joanne PettisEAL Specialist and former Coordinator of Adult EAL Curriculum Development for the Government of Manitoba

The PBLA Model

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An assessment approach that…

Reflects CLB principles

Fulfills formative and summative assessment

purposes

Promotes and enhances learning

Builds on and enhances teacher expertise

The PBLA model

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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.

Portfolio Based Language Assessment: Description

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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

Portfolio-Based Language Assessment

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Learning Portfolios Document learning over time in relationship

to goals and needs

Presentation Portfolios Showcase exemplary work and skills, often for

employment purposes

Types of Portfolio

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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

Portfolio Contents

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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

Protocol: Beginning of the Term

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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

Protocol: Throughout the Term

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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)

Protocol: At the End of the Term

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Page 1: Program & student info Attendance Current & previous CLB levels

Page 2: Comments about language

learning

Page 3: Additional Comments Suggestions Student Comments

Standardized Progress Report

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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

Lead Teachers (LTs)

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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

Student Language Companion

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Prepared by Larry IvesonPBLA Lead Teacher, Adult LINC/ESL, Continuing Education, Ottawa Carleton District School Board

IMPLEMENTING PBLA IN THE CLASSROOM:OTTAWA PILOT

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Clerical/office/binder management

PBLA Administration

Support Students

Provide Instructor support

Provide instructor professional development

Role of the PBLA Lead Teacher

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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

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Shirley GrahamLINC and ESL Coordinator, Ottawa-Carleton District School Board

IMPACT OF PBLA IMPLEMENTATION ON PROGRAMS – OTTAWA-CARLETON DISTRICT SCHOOL BOARD

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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

PBLA Roles and Responsibilities

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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

Impact of PBLA on programs

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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

Impact of PBLA on instructors

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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

Impact of PBLA on students

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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

Resistance to change

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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

Working with resistance - Harnessing Excellence from Within

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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

Scheduling and Managing Expectations

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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

Pending issues and challenges

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Mia Gauthier, CIC

PLAN FOR NATIONAL PBLA IMPLEMENTATION

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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

CIC Plan for National PBLA Implementation

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Questions & Answers

Thank you!

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