Canadian Language Benchmarks: READING and listening Assessing student reading and listening in LINC classes

Canadian Language Benchmarks: READING and listening

Assessing student reading and listening in LINC classes

Based on the Canadian Language Benchmarks 2000Presented by the CLB/LINC Projects Office Angela Audet, CLB Consultant

This presentation will include:1. Review of task-based planning and assessment of CLB competencies

2. Choosing Benchmark appropriate materials: reading and listening texts

3. Checking for comprehension: designing questions that assess Benchmark achievement

4. Capturing learner performance: rating scales and competency checklists

Features of the Benchmarks Pawlikowska-Smith, VIII-IX.Learner CenteredTask and Competency Based

Example of Task-Based InstructionLINC 4 (S-5, L-5, R-4, W-4)Theme: EmploymentTopics:Job searchingEmployer expectations in CanadaImportance of networking and volunteeringSample resumes, cover letters, and application forms (posting an online resume)Interviews

Example of Task-Based Instruction Job Searching and Interviews

Identify real life tasks

Identify job search strategiesRead job postingsFill out employment application forms (paper and online)Write about past work experienceAnswer standard questions at a job interview

How can you bring these tasks into the classroom?

Possible Assessment TasksCLB Competencies (5,5,4,4)Language FocusRead moderately complex article about job searching strategies and answer comprehension questions (R)

Fill out a 20 item online employment application form (W)

Write a one paragraph description of past work experience and plans for the future (W)

Listen to a narrative text about tips for job interviews and answer comprehension questions (L)

Role play a job interview in which learner answers standard interview questions (S)

IV. Get the gist, key information and important details of a simple 2-3 paragraph text

III. Fill out a moderately complex 20 item application form

IV. Write a short text about a personal experience and future plans. Explain reasons.

III. Demonstrate factual details and inferred meanings in simple advice and suggestions

IV. (Interaction one-on-one) ask for and provide information related to routine daily activities

Vocabulary: Terms related to employment ads (salary, references, benefits, EOE, common abbreviations)Terms related to describing work experience, skills, preferencesIdioms and expressions in a typical interview, adjectives to describe personal qualities (hard working, motivated, etc.)

Grammar: Present perfect and simple past tenses to talk about work history and experienceFrequency adverbs (always, often, never)Typical yes/no and wh- interview questions

Possible Assessment TasksCLB Competencies (5,5,4,4)Language FocusRead moderately complex article about job searching strategies and answer comprehension questions (R)

Fill out a 20 item online employment application form (W)

Write a one paragraph description of past work experience and plans for the future (W)

Listen to a narrative text about tips for job interviews and answer comprehension questions (L)

Role play a job interview in which learner answers standard interview questions (S)

IV. Get the gist, key information and important details of a simple 2-3 paragraph text

III. Fill out a moderately complex 20 item application form

IV. Write a short text about a personal experience and future plans. Explain reasons.

III. Demonstrate factual details and inferred meanings in simple advice and suggestions, announcements and commercials

IV. (Interaction one-on-one) ask for and provide information related to routine daily activities

Vocabulary: Terms related to employment ads (salary, references, benefits, EOE, common abbreviations)Terms related to describing work experience, skills, preferencesIdioms and expressions in a typical interview, adjectives to describe personal qualities

Grammar: Present perfect and simple past tenses to talk about work history and experienceFrequency adverbs (always, often, never)Typical yes/no and wh- interview questions

Choosing Reading and Listening TextsHow do I know if the materials I am using are appropriate for my students Benchmark levels?

Choosing Reading and Listening Texts TASK

TEXT SUPPORT

Choosing Reading and Listening Texts1. Identify the CLB Competency Outcomes that you will focus on for this listening or reading text.

2. Review the Performance Conditions from the CLB 2000 to determine the level of difficulty.

3. Look at the comprehension questions that accompany the text. Do the questions match the Performance Indicators for the selected CLB Competencies?

Review Performance Conditions for Reading CLB 4

Pawlikowska-Smith (2000), p. 36

Pawlikowska-Smith (2004), p. 413

1. Identify Competency Outcomes for CLB 4 Reading

Read moderately complex article about job searching strategies and answer comprehension questions (R)

Pawlikowska-Smith (2000), p. 37

Pawlikowska-Smith (2004), p. 414

CLB 5 Listening Sample1. Watch the video on Interview Dos and Donts. (4 min, 15 sec)

http://www.youtube.com/watch?v=S1ucmfPOBV8&safety_mode=true&persist_safety_mode=1&safe=active

2. Review the Performance Conditions for Listening Benchmark 5 on the next slide.

Does this video match what Benchmark 5 listeners can be reasonably expected to be able to do for a listening task?Pawlikowska-Smith (2000), p. 76

What kind of assessment activity would you design to check for comprehension?Pawlikowska-Smith (2000), p. 36

Designing Comprehension QuestionsHow do I design comprehension questions that are appropriate for my students Benchmark levels?

Designing Comprehension QuestionsGeneral rules to follow:

1. Comprehension questions should generate responses that are clearly correct or incorrect, and therefore easy to assess a students level of understanding.

Designing Comprehension QuestionsGeneral rules to follow:

1. Comprehension questions should generate responses that are clearly correct or incorrect, and therefore easy to assess a students level of understanding.

2. Higher level, critical thinking questions become necessary beginning at the CLB 4 level, and can be used as a method of integrating Speaking and Writing assessment.

Literal Comprehension: Memory Questions

Literal Comprehension: Memory QuestionsImportant at all Benchmarks

Who, what, where, when?

Reproducing stated facts by naming, matching, defining, identifying, or giving yes/no or true/false responses

Performance Indicators: identifying factual details, key words, and gist

Interpretive/Referential Questions:Convergent thinking questions

Interpretive/Referential Questions:Convergent thinking questionsBegins with simple forms at CLB 3, and with regularity from CLB 4

Why, how, in what ways? Close-ended questions based on analysis and integration of stated facts.

Explaining why an event occurred, stating cause and effect relationships, comparing and contrasting

Performance Indicators: identifying main idea, purpose, inferring contextual and situational details, guessing meaning of new words

Interpretive/Referential Questions:Convergent thinking questionsIn what ways did Susan communicate to her boss that she is unhappy with her current position?

How did Li Fe determine that she needed to make some changes to her lifestyle?

Describe 3 advantages and 3 disadvantages of buying on credit.

Interpretive/Referential Questions:Divergent thinking questions

Interpretive/Referential Questions:Divergent thinking questionsBegin with simple forms at CLB 4, and with regularity from CLB 5

Imagine if, suppose, predict, ifthen, how might, what are some possible consequences of Open-ended questions where the learner is free to generate their own ideas, opinions, and conclusions

Performance Indicators: making predictions about what will happen next, identifying tone or attitude of a speaker or writer, comparing facts to make choices

Interpretive/Referential Questions:Divergent thinking questions(In what ways did Susan communicate to her boss that she is unhappy with her current position?) What are some possible consequences of how she acted? What is a word that would describe Susans tone when speaking to her boss?

(How did Li Fe determine that she needed to make some changes to her lifestyle?) Suppose Li Fe did not make changes to her current lifestyle. How might the stress she experiences hurt her health?

(Describe 3 advantages and 3 disadvantages of buying on credit.) If you do not pay your credit card bill, then you will receive a bad credit history. How could this affect your ability to buy a house in the future?

Critical Comprehension:Evaluative Questions

Critical Comprehension:Evaluative QuestionsBegin with simple forms at CLB 5, and with regularity at CLB 6 and higher.

Defend, justify, what is your opinion about Open-ended questions, evaluating matters of judgment, values, and choice

Performance Indicators: responding to requests for opinions and attitudes relating to the text

Integrates with Speaking and Writing Indicators for expression or analysis of opinions or feelings (especially for abstract expression at CLB 8)

Critical Comprehension:Evaluative Questions(What are some possible consequences of how she acted? What is a word that would describe Susans tone when speaking to her boss? )Was Susan justified in her unhappiness at work? What advice would you offer Susan? How is this scenario similar or different to how people communicate with employers/bosses in your home country?

(Suppose Li Fe did not make changes to her current lifestyle. How might the stress she experiences hurt her health?)Describe your own experience in handling stress. Do you deal with stress effectively? Provide examples to support your response. Do you think that stress can sometimes be a positive response to lifes challenges?

(If you do not pay your credit card bill, then you will receive a bad credit history. How could this affect your ability to buy a house in the future?) Refer to the graph Canadian debt, 1990-2010. Consider the items for which Canadians typically carry debt. Which items do you feel a person is most justified in purchasing on credit? Explain your reasoning.

Designing Comprehension QuestionsGeneral rules to follow:

1. Comprehension questions should generate responses that are clearly correct or incorrect, and therefore easy to assess a students level of understanding.

2. Higher level, critical thinking questions become necessary beginning at the CLB 4 level, and can be used as a method of integrating Speaking and Writing assessment.

Tracking Competency Achievement:Rating Scales and Competency Checklists

How do I keep track of the competencies I have assessed?

How do I determine if a student is ready to move up a benchmark?

Rating Scale for L/R Assessment

Pawlikowska-Smith (2000), p. 84

Rating Scale for L/R Assessment

Tracking Achievement of CLB Outcomes

Sylvie31/26Job Search Article

Tracking Achievement of CLB Outcomes

Planning Checklist of CLB Outcomes

REFERENCES

Copkov, et al. (2003). The Adult ESL Curriculum Guidelines. Toronto, ON: Toronto Catholic District School Board.

Hajer, Anne, et al. (Sept. 2002). Ontario LINC Curriculum Guidelines. Toronto, ON: Toronto Catholic District School Board. http://www.settlement.org/downloads/linc/LCG1to5/mainmenu.htm

Holmes, Tara, et al. (2001) Canadian Language Benchmarks 2000: A Guide to Implementation. Alberta and Ottawa, ON: Alberta Learning and Centre for Canadian Language Benchmarks.

Holmes, Tara. (2005). Integrating CLB Assessment into your CLB Classroom. Ottawa, ON: Centre for Canadian Language Benchmarks.

Manitoba Labour and Immigration Adult Language Training Branch. (2009). Reading Task Outcome Assessment, pp. 2-3, http://www.ealmb.ca/pluginfile.php/31/course/section/4/reading-rubric-2009-revised.docx

Manitoba Module Bank: http://www2.immigratemanitoba.com/browse/eal_teachers/module

Mohamad, Akmar, What Do We Test When We Test Reading Comprehension? The Internet TESL Journal, Vol. V, No. 12, December 1999, http://iteslj.org/Techniques/Mohamad-Testing Reading.html.

Pawlikowska-Smith, G. (2000). Canadian Language Benchmarks 2000. Ottawa, ON: Centre for Canadian Language Benchmarks. http://www.language.ca/pdfs/clb_adults.pdf

Pawlikowska-Smith, G. (2004). SAM: Summative Assessment Manual for Teachers, V. 2: Canadian Language Benchmarks 3 & 4. Ottawa, ON: Centre for Canadian Language Benchmarks.

Happy Benchmarking!

Presented by:Angela Audet CLB Consultant, CLB/LINC Projects Office

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