Portfolio-Based Language Assessment (PBLA) Presented by Rebecca Hiebert

Transcription

1 Portfolio-Based Language Assessment (PBLA) Presented by Rebecca Hiebert

2 Which part of Canada are you (A) Manitoba from? OR WHICH OTHER CANADIAN REGION? (B) The Atlantic Region - Newfoundland and Labrador, Prince Edward Island, Nova Scotia, New Brunswick. (C) Central Canada - Quebec, Ontario. (D) The Prairie Provinces - Saskatchewan, Alberta. (E) The West Coast - British Columbia. (F) The North - Nunavut, Northwest Territories, Yukon Territory

3 What is your connection to ESL? (A) Administrator (B) ESL teacher CLB 1 to 4 (C) ESL teacher CLB 5 to 8 (D) Student (E) Volunteer (F) Other

4 What is your familiarity with PBLA? (A) I don t know much, but want to learn (B) I have heard/read about it, but never used it (C) I have had the PBLA training (D) I am currently using PBLA in teaching (E) I am a Lead Teacher (F) I am a Regional coach

5 What is your familiarity with the CLB document? (A) I have never seen the book. (B) I have the book on my shelf/online but haven t looked at it much OR I don t understand it. (C) I used it in training/school/practicum teaching. (D) I use the book occasionally for teaching or reference. (E) I use the book regularly for teaching or reference.

6 What is your motivation for attending this webinar? (A) General interest or professional development (B) Looking for PBLA information to use in my teaching (C) I have specific questions I would like answered. (D) I am interested in a specific PBLA topic (E) Other

7 CHAT BOX What key words come to mind when you think of PBLA?

8 What is PBLA? Authentic; based on real world tasks Documents learning Assesses what is learned in class Comprehensive Systematic Collaborative PBLA GUIDE PAGE 7

9 What is PBLA? Snapshots of learning self-awareness responsibility for learning Increases metacognition (strategy use) PBLA GUIDE PAGE 7

10 CHAT BOX What key words come to mind when you think of the CLB?

11 PBLA is based on the CLB National standard Framework of reference Descriptive statements Task-based 12 benchmarks PBLA GUIDE PAGE 13

12 PBLA terms to know Skill-building or learning activity Skill-using Formative Assessment Summative Assessment Peer-assessment Self-assessment Learning reflection PBLA GUIDE PAGE 7 & 8, 27

13 Five Assessment FOR learning strategies Embedded Formative assessment by Dylan Wiliam Clarify learning intents and criteria for success PBLA GUIDE PAGE 15 & 16

14 Five Assessment FOR learning strategies Embedded Formative assessment by Dylan Wiliam Incorporate classroom activities that elicit evidence of learning PBLA GUIDE PAGE 15 & 16

15 Let s try this technique now: Do you understand how to use some classroom activities to check if student s are learning? (A) RED No, I m confused (B) YELLOW Not sure how this works. (C) GREEN Yes, I understand.

16 Five Assessment FOR learning strategies Embedded Formative assessment by Dylan Wiliam Provide feedback that moves the learner forward PBLA GUIDE PAGE 15 & 16

17 Five Assessment FOR learning strategies Embedded Formative assessment by Dylan Wiliam Activate students PBLA GUIDE PAGE 17 to become instructional resources for one another To become owners of their own learning

18 More techniques to activate students. PBLA GUIDE PAGE 18

19 CHAT BOX What do you think are the key features of PBLA?

20 Getting started with PBLA Placement Needs assessments Language companion

21 Language Companion Are you familiar with the language companion? Raise your hand if you are.

22 Getting started with PBLA Baseline personal information CLB levels Goal statement Autobiography Next steps Resume Work and volunteer experience/goals

23 PBLA instructional cycle PLAN: begin with the end in mind

24 PBLA instructional cycle TEACH: raise awareness build skills use skills

25 PBLA instructional cycle ASSESS: using a simulated real world task Receptive task Questions Actions Productive task: Rating scale Checklist Rubric

26 PBLA instructional cycle REFLECT

27 What does a classroom with PBLA look like? Less teacher-talk. More time to listen! PBLA GUIDE PAGE 54

28 What does a classroom with PBLA look like? Students have Language companion binders Students know about the CLB Real world language tasks Portfolios with inventories, samples of work, and reflections

29 PBLA throughout the term Adding language tasks Teacher master checklist PBLA GUIDE PAGE 38

30 PBLA throughout the term Task samples L/S/R/W Four competency areas Self-assessment Reflection

31 PBLA at the end of a term End-of-term portfolio review Standardized progress report Student progress conference

32 The Number of Language- Assessment Tasks Number of artefacts added per week will vary Eight to 10 artefacts per skill area minimum 250 hours + of instruction to achieve a benchmark level in each skill Assessment tasks cover all competency areas Progress points within CLB levels Used at the end of a term, not on each assessment PBLA GUIDE PAGE 39, 52

33 CHAT BOX Based on this presentation and/or your personal experience with PBLA, what are some of the benefits of PBLA for teachers or students?

34 Benefits of PBLA to students Self-directed learning Focus on learning process Goal-setting Integrated assessment Transfer to other aspects of life, work and school PBLA GUIDE PAGE 8

35 Benefits of PBLA to teachers Help to complete progress reports Reference for teacher-student discussions Use to adjust teaching strategies and plans Provides information about student s previous studies Develops professional expertise PBLA GUIDE PAGE 8

36 Time for questions

37 Extra slides for reference during Q & A

38 Settlement themes Employment health and safety Housing for consumers Education Community & Getting around Recreation and Travel, Law Culture and Citizenship Environment Family Friends and Neighbours

39 A completed module

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43 The four competency areas

44 Focusing on language in the task

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49 Sample inventory for portfolio

50 Sample rating scale