PLAR for Mature Students First Language Challenge Evaluations

1. PLAR for Mature Students First Language Challenge Evaluations Guide for teachers

2. Welcome to the Evaluator’s Guide for the Prior Learning Assessment and Recognition (PLAR) for Mature Students Challenge Evaluations for Level 3 and 4 of International Languages!

3. The Purpose of the Guide This guide has been developed to support teachers who will be assessing language skills of students completing PLAR for Mature Students Grade 11 and 12 First Language challenge evaluations.

4. Advantages of assessing, evaluating and recognizing the language knowledge of newcomers to Canada • to recognize life experiences • to encourage lifelong learning • to earn credit for language knowledge • to give opportunity for educators to assess students for: • literacy in the first or dominant language • any issues that may impact on the continued learning in Canada such as special needs and literacy gaps and experiences from prior schooling

5. Ministry of Education of OntarioThe International Languages Curriculum Guidelines • There are a variety of learners who take courses in International Languages within the province of Ontario (new, heritage and fluent speakers). • There is more than one course code for approved international languages, which allows for a specific course code to be used for native speakers. • The course codes used for these challenge evaluations are often considered by most school boards to be native speaker codes. • The curriculum expectations within these courses are generic and strategies are differentiated for all learners. • First language challenges for adult newcomers have been developed to meet the requirements of the provincial curriculum guidelines.

6. Ministry of Education of OntarioThe International Languages Curriculum Guidelines • It is recommended that you familiarize yourself with the entire curriculum document pertinent to the grade/level of the challenge. • If you do not have a copy of the Curriculum Guidelines for International Languages and Classical Studies, you may obtain them from the Ministry of Education website by searching under the secondary portion of the Curriculum area of the website. http://www.edu.gov.on.ca/eng/curriculum/secondary/classiclang.html

7. About Assessment Assessment is meant to: • Understand a learner’s current knowledge and abilities • Improve learning and pave the way for future teaching and learning • Be used for planning a course of study and as an ongoing process leading to the evaluation of a student’s learning • Encourage students to be aware of their own learning, the learning process, their needs, strengths and responsibility for their own learning

8. About Evaluation Evaluation is meant to: • Illustrate a learner’s achievement within a unit, module or course of study based on expectations that have been clarified for the student in advance • Assign the student a grade, mark, quantifier that indicates how well the student has succeeded in demonstrating knowledge and skill, considering the expectations that framed the evaluation tool

9. Assessment vs. Evaluation • Reflect and discuss what assessment would be before, at the start of a course and during a course • Reflect and discuss what evaluation would be in a regular course • The challenge evaluation focuses on evaluation pieces but it gives opportunity for assessing skills of a student before the challenge and assessing what may still be needed for a student after the challenge.

10. Learning Expectations • The International Languages Curriculum Guidelines has generic expectations for the development of language skills are categorized under three main areas: • Reading • Writing • Oral Communication (Listening and Speaking) • These expectations frame the expected outcomes of a course and therefore the overall expectations for Reading, Writing and Oral Communication will act as key criteria when evaluating each activity section within the challenge evaluation.

11. Considerations for the Evaluator The evaluator of a specific language challenge evaluation must consider the following: • the unique features of a specific language (structures, characters, writing directions, noun declensions, etc.) • a holistic approach: • while spelling and grammatical accuracy are important, so is fluency, clarity and fluidity in linguistic expression • consider the learner’s overall language competence while evaluating any of the tasks of the challenge process

12. Achievement Chart Categories • The achievement categories are: Knowledge and Understanding, Thinking and Inquiry, Application and Communication. • These four categories that act as the framework for the evaluation of performance tasks and are set up within a rubric to indicate the expected outcomes for each level of achievement. • A performance-based task usually occurs at the end of a unit or module of study that is designed to show, according to a set of criteria, what a learner: • can do • understands • knows

13. Levels of Achievement There are four levels of achievement on the rubrics provided in these challenge evaluations: • Level 1 Achievement 50-59% • Level 2 Achievement 60-69% • Level 3 Achievement 70-79% • Level 4 Achievement 80-100% Students working below level 1 (under 50%) have not met the minimum expectations.

14. Rubrics A rubric: • Mechanism to score student achievement in relation to criteria • Is used a guide for students to understand expectations of them • Outlines clear descriptions of desired outcomes for student achievement within a range of levels. Note: Alert students to the language used for each level of achievement within the rubric.

15. Rubric Features

16. Rubric Features - Vocabulary • Alert students to the use of vocabulary within rubrics an especially to be aware of how key vocabulary can be used in different ways • Compare the following: • There are few examples of full comprehension of the provided text. (Level 1) • There are few errors of spelling and structural accuracy in the writing. (Level 4)

17. Look and Review - Rubrics Look at the rubrics provided for your language challenge. Review the descriptions for each level of achievement and brainstorm on the kinds of features that you would expect within student responses. Once you have thought of these, then carefully read the descriptions of the activities – do the instructions gear students well enough towards producing what is expected? Pick one or two rubrics to review time permitting.

18. Previous History with Test Taking • Assess the learner’s previous experiences with test-taking. • Ask learners about their expectations of the evaluation. • Show samples of question/activity types. Learners represent diversity and background but also diversity in their past educational experience (how they were taught and how they took tests). Depending on their background, learners may or may not have experienced the types of tasks required in the challenge evaluation. In addition, a learner may need more orientation and clarification on tasks.

19. Past Experiences and Learner Relevance The activities in the challenge evaluations are considered to be of relevance to most adult newcomers to Ontario, however, attention should be paid as to whether certain topics, themes or ideas presented within the activities will require a further leap of knowledge on the part of the learner. Consider the following: • Topic discussion • Brainstorming on the theme (E.g. use a web chart to get learners to organize their thoughts on the theme/topic)

20. Sample Web Chart for Brainstorming E.g. Using the graphic organizer discuss and make notes about education in your previous country. SCHOOL IN PREVIOUS COUNTRY

21. A Word About Language Varieties • The course code that is given for each of these languages is based on that assigned to it by the Ministry of Education of Ontario. • It is important for any language educator to keep in mind that there may be varying forms of languages that are used by speakers. • In the past these varieties were often referred to as dialects however the appropriate term would be variety. • Languages tend to have an official written form but some differences may be evident between speakers of an international language.

22. Evaluating Language Varieties • understand that both the evaluator and the learner may have different forms of the target language • the learner cannot be penalized in any way for not having the exact way of expression of the evaluator • acceptable forms of the language in both literacy and oral communication need to be recognized

23. General Considerations of Activity Evaluations Some of the activities within the challenge evaluations seek answers that have more specific parameters while others are more open-ended and require the evaluator to not only look at the creation of structurally and vocabulary appropriate responses but also responses that are focused, clear and that address the task’s expectations. Consider: • Reviewing rubrics with students • Accepting alternative answers to questions that makes sense

24. Activity – Language/Structure Word Selections (Reading) • Activities that are primarily focused on reading ask learners to complete a text by selecting the best choice in vocabulary. • Only one correct answer is possible. • Native speakers will trust their instinct in this activity. • Learners tend to select answers that reflect exposure to real life language use.

25. Activity - Cloze Activities A cloze is a written text that has blanks throughout, requiring the learner to fill in the missing words, ensuring that their answers accommodate the context of the reading and are structurally sound. Challenges: • Establishing comprehension – too many blanks too early in the text can mislead the reader. • Ensuring clarity of main idea – theme of the reading should be cohesive. • Allowing flexibility – student answers may be acceptable even if not expected by teachers (on the answer sheet).

26. Activity – Reading Comprehension (Reading and Writing) Learners are asked to read a text and then do a series of assignments based on the reading, which includes short or long writing. Assignments based on reading passages usually target: • factual answers • summarizing tasks • vocabulary and structure focus or practice • opinion development • connection of theme to the readers’ experiences

27. Activity – Reading Comprehension (Reading and Writing)- cont’d. • Writing assignments that are based on the readings ask learners to summarize, rather than quoting, the text. • An evaluator should look for the successful completion of this summarizing activity whether it is done in a short or lengthier way. • Some challenge evaluations ask learners to consider various options as ways to summarize their readings: • pick the best headline • the best line that describes this paragraph • the best word as an alternative for specific vocabulary

28. Activity – Reading Comprehension (Reading and Writing)- cont’d. For activities based in reading comprehension, consider these guiding principles or questions: • Did the learner understand the main point of the text? • Did the learner read critically as well as factually? • Did the learner pick up on any inferencing made in the text that demonstrates a deeper understanding of the content? • Did the learner use all the parts of the text in order to have whole comprehension: title, opening and closing paragraphs, key words?

29. Getting Ready - Reading • Look at activities that relate to your language challenge evaluation. • Consider the questions from the previous slide. • Think about the items, sections of the texts are key for comprehension. • Reflect on any challenges that any activities may present. • Consider if there are any parts to the activities that lack clarify and requires further accommodation.

30. Activity – Writing Activities All the challenge evaluations require learners to write short or long answers to items that stem from reading selections or listening comprehensions. Some writing activities that are shorter in nature appear in activities that are labeled as listening or reading but each challenge evaluation will have activities that are focused primarily on writing as well.

31. Activity – Writing Activities cont’d Evaluations of student writing bring together an observation of both message and form. When evaluating student writing, you will be looking at: • the overall flow of the writing, • the elaboration of the key message or idea, • the development of the writer’s point of view; and • the approach to communicating this viewpoint. This is particularly the case with essays or longer writing assignments.

32. Activity – Writing Activities cont’d In the writing activities, writing is often used to assess a learner’s use of: • language structures (grammar), • use of vocabulary; and • the technical aspects of writing such as paragraph and sentence forms.

33. Use of Rubrics to Evaluate Writing • students are provided with the rubric in advance • students are reminded to look back to the rubric throughout the writing process in order to: • keep focused on the expectations of the assignment • avoid digressing in their thoughts to topics that may not be of key support to their task • student are attentive to the time allotted for each activity. • learners are reminded to use time efficiently for the completion of the challenge evaluation.

34. The Writing Process It is helpful for both learners and evaluators to be reminded of components of the writing process: • brainstorming, • organization (outlining), • revising, • editing and polishing. Important for the evaluator: • Do not expect the final piece of writing that would normally be produced over a longer period of time. • Ensure that expectations and the criteria of the rubric are focused within the writing. • Remind learners to use their time efficiently for their writing.

35. Dealing with Errors Are there a few spelling mistakes and grammatically incorrect structures within the writing? Consider how much weight you need to give to these items by using your rubric as a guideline. Note that even native speakers make errors in writing. Regardless of success, are there indicators of any learning or literacy difficulties in the learner’s writing? • simple sentences not formed correctly, • limited word variety, • frequent misspellings, • little comfort using writing tools such as pencils or keyboards

36. Getting Ready - Writing • Look at activities that relate to your language challenge evaluation. • Consider questions that learners may have about their writing tasks. • Think about what key preparations should be considered for any writing tasks keeping time restrictions in mind. • Reflect on any challenges that any activities may present. • Consider if there are any parts to the activities that lack clarify and requires further accommodation.

37. Listening and Speaking Activities The challenge evaluations ensure the provision of an activity based on interaction (listening and speaking). For these activities, the learner: • reads about the given topic of the task • jots down some quick notes that s/he will speak to. Important for learners: • concentration on listening well to audio and/or the other person sharing the  conversation • sifting through received information to catch core ideas • ability to speak to specific topics without relying on reading • written out work

38. Getting Ready – Listening and Speaking • Look at activities that relate to your language challenge evaluation. • Consider questions, challenges, learner types that need to be considered within listening and speaking contexts. • Think about what key preparations should be considered for any presentation tasks keeping time restrictions in mind. • Consider if there are any parts to the activities that lack clarify and requires further accommodation. • Reflect on any comfort issues that could come up when students need to present on the topics included within your challenge.

39. General Thoughts on Structures As an evaluator, it is important to consider what aspects are expected within a written or listening performance in the realm of structure and vocabulary. Learners are expected to use key vocabulary but certain assignments may also expect the use of certain grammar structures. • Sample essay topic: If I were able to change the world… (Conditional tenses would most likely be used in most languages) • Sample presentation topic: Why Canada is selected by potential immigrants presentation… (Passive voice may be used if the learner continues with the structure in the title)

40. Feeling Comfortable with the Test Any test can be a nervous event for any learner no matter how able the learner is. Make every effort to ensure that the challenge process as a whole is a comfortable, clear and unintimidating. Students who feel comfortable with their surroundings and who can get accurate information and responses to items in clear language will feel more at ease with their learning. Demonstrate a caring and helpful approach to reduce any stress that the learner may have prior to starting the challenge process.

41. Final Words Remember that this challenge process is available to bring opportunity for our newcomers to have their language recognized and to obtain a credit for this valuable knowledge. You are playing a very important role in helping them to reach their objectives for their new life in Canada.

42. Thank you and good luck! Q & A