ENGLISH PROFICIENCY TEST FOR EDUCATIONAL ASSISTANTSaliyemarielosier.weebly.com/uploads/3/0/8/8/30883071/... · 2018-09-10 · 1.5 Retaking the test 1.6 Personnel 1.7 Research / Rationale

1

ENGLISH PROFICIENCY TEST

FOR

EDUCATIONAL ASSISTANTS

Occupation-Specific Language Training Program for Human Services

Test Developer: Aliye Grant

Date: December 2013

2

CONTENTS

1. Overview

1.1 Purpose

1.2 Audience

1.3 Setting

1.4 Time allotment

1.5 Retaking the test

1.6 Personnel

1.7 Research / Rationale

1.8 Language Constructs

1.9 Authenticity

1.10 Limitations of the test

1.11 Candidate’s Expected Responses

1.12 Overview of Test Tasks

1.13 Test Administration Procedures

1.14 Rating Procedures

2. Test Materials

2.1 Reading Test

2.2 Listening Test

2.3 Speaking Test

2.4 Writing Test

3. Candidate Score Report

3.1 Descriptors for Proficiency Levels

4. Resources

3

OVERVIEW OF THE TEST

1. PURPOSE

The purpose of this assessment instrument is to evaluate the language proficiency of

educational assistants whose first language is not English. It is designed for internationally-

trained professionals in the Occupation-Specific Language Training for Human Services program

offered at colleges in Ontario. Candidates graduating from this program need to achieve a

Canadian Language Benchmark score of 8 or higher.

2. AUDIENCE

This assessment suite was designed for internationally-trained newcomers who speak

English as an additional language. The candidates, all of whom have training and experience as

educational assistants in their countries of origin, are enrolled in the government-funded

Occupation-Specific Language Training for Human Services program (OSLT) at Niagara College in

Niagara-on-the-Lake, Ontario.

There was a need for a set of comprehensive exit assessment instruments for this sub-

specialty in the Human Services program. Educational assistants need to function effectively in

situations which require interaction with teachers, parents, and students in school settings.

They also have to be familiar with standard formats of documents, policies and procedures, and

formal interactions such as interviews and meetings with staff and administrators. Prior to the

development of this assessment suite, there were no instruments provided in the OSLT

4

formative or summative assessment materials that reflected the specific demands of the school

setting.

3. SETTING

The test will be administered by the instructors assigned to the OSLT Human Services

program at Niagara College. The College will provide the facilities for the assessment in the

Test Centre at the Niagara-on-the-Lake campus. The Test Centre has individual consultation

rooms with a computer with a 24-inch wide screen monitor, a conference table with 6 chairs,

and video recording equipment.

4. TIME ALLOTMENT

Reading Test: 1 hour

Listening Test: 30 minutes

Speaking Test: 30 minutes (includes time for providing instructions)

Writing Test: 1 hour

The time required to complete all four tests is 3 hours. All tests must be completed on one

day. The rationale for this requirement is that the test tasks are designed to activate the

linguistic and content knowledge acquired from the OSLT Human Services program. Therefore,

the sequencing of the tests, which is first Reading, then Listening and Speaking, followed by

Writing, is intended to provide the candidate with an assessment experience in which

performance in one skill area strengthens and complements performance in other skill areas.

5

5. RETAKING THE TEST

Should the candidate fail to achieve a score of CLB 8 on any component of the test, he or

she will be permitted to repeat the test after repeating the course. As the course is 15 weeks in

length, the candidate will again be eligible to take the test if he or she completes the course

work successfully. The testing will be arranged by the academic coordinator for the OSLT

programs at the college where the student studies.

6. PERSONNEL

The English Proficiency Assessment for Educational Assistants was designed to be

implemented by instructors who are teaching the OSLT Human Services curriculum at various

colleges in Ontario. Since there are usually several instructors assigned to different sections of

the course, individual instructors will conduct the assessments for students in sections taught

by their colleagues to avoid any potential for conflict of interest.

The OSLT instructors will be trained by the test developer on the administration of the test.

The training will also include analysis of writing samples and speaking and listening

performance samples from previous assessments conducted by the test developer.

Standardization sessions will be based on these exemplars, and the assessor trainees will need

to achieve the standardization benchmarks before they can administer the test independently.

The test requires one individual to fulfill the function of assessor, and one individual to act

as an administrator/interlocutor. The administrator/interlocutor has three functions. The first

function is to monitor the candidates during the Reading and Writing tests and to ensure that

6

the tests are completed according to security requirements and are delivered to the assessor.

The second function of the administrator/interlocutor is to perform the role of the parent of a

new student in the Speaking test. During the Speaking test, the assessor sits slightly apart from

the interlocutor and the candidate from a point that provides a clear view of both parties and is

close to the position of the video camera.

The assessor is responsible for scoring the writing and reading tests, evaluating the

candidates in the speaking test, and conducting the listening test. Since the listening test

requires discretionary prompting, the assessor and not the interlocutor is involved.

It is also the assessor’s responsibility to compile all test results and assign a final proficiency

level for each skill area according to the Canadian Language Benchmarks. In addition, the

assessor forwards the results of the assessments to the OSLT Academic Coordinators at the

respective colleges.

Depending on the number of candidates in any test session, there may be up to five

assessors and five administrator/interlocutors required to deliver the Speaking and Listening

tests in an efficient and timely manner.

7. RESEARCH / RATIONALE

7.1 Background: A description of the Occupation-Specific Language Training Program

Over the last decade, the Canadian government has made a significant investment in

providing language instruction for internationally-trained immigrants (ITIs) whose first language

is not English. Citizenship and Immigration Canada (CIC) funds several programs for skilled

7

newcomers, and many of these programs are occupation-specific. Therefore, the curricula of

the programs are based on the principles of curriculum design of English for occupational

purposes (EOP) programs. It follows that assessment in such programs, whether formative or

summative, should also reflect the EOP model and incorporate authentic input and tasks.

The Occupation-Specific Language Training program (OSLT), which is designed by

Colleges Ontario, consists of pre-packaged curricula for eleven separate programs in business

and entrepreneurship, health science, construction trades, motive power, policing and security,

technology, and human services. The OSLT courses are offered at a number of colleges in

Ontario, and contracts are awarded to colleges whose proposals for course delivery are

accepted.

In order to qualify for admission, prospective candidates for OSLT programs need to

have credentials and experience related to the particular field of study. For instance, an

internationally-trained accountant may qualify for the business and entrepreneurship program;

a dietitian or pharmacist could qualify for the health sciences program; and an educational

assistant or early childhood educator could qualify for the human services program. Intake

assessments and both formative and summative assessments are based on the Canadian

Language Benchmarks. Prospective candidates are tested by third-party language assessors

who are certified to administer Canadian Language Benchmark Placement Test (CLBPT).

Candidates are accepted into the OSLT programs with a CLB score of 7 overall.

As noted above, both content and assessment in these programs are occupation-specific, so

materials and tasks need to be authentic representations of what the learner will encounter in

8

the workplace (Colleges Ontario, 2007, p. 3). While the curricula and some assessment

instruments such as unit tests are prepared by Colleges Ontario, individual instructors are given

the opportunity to design tasks and assessments that meet the needs of students who have

specific training in various sub-specialties within the general domains.

7.2. Preliminary stages of test development

Stage 1: Establishing contact with professionals in the field

The test developer contacted the coordinator of the Educational Assistant-Special Needs

Support program at Niagara College, an education resource teacher at a local school board, and

a practising educational assistant with the same school board. Interview times were scheduled

with each contact person. The test developer was an educational assistant prior to becoming a

teacher, so she was able to draw upon her own experience as well.

Stage 2: Data collection

The test developer conducted face-to-face interviews with the above-mentioned

experts at Niagara College, the school board administration centre, and a local school. The test

developer was supplied with samples of generic documents with which an educational assistant

would be expected to be familiar. Descriptions of the various roles and functions that an

educational assistant would have to perform in the school setting were also provided and

recorded by the test developer. In addition, professional development was addressed in these

interviews since both the school board and the college place stress on ongoing PD for

educational assistants.

9

The test developer was also given the opportunity to observe two classrooms at a local

school and with permission to make an audio recording of an authentic interview involving an

educational assistant and the parent of a new student.

Stage 3: Data analysis

The test developer analyzed the considerable amount of data collected from the

interviews and observations. Key functions, tasks, and documents were selected for the design

of assessment tasks.

7.3 Determination of CLB levels and test development

Since the OSLT programs are based exclusively on the Canadian Language Benchmarks,

the assessment rubrics needed to be linked directly to the CLB. It is expected that students will

demonstrate through their performance in the test that they have achieved CLB 8 in all four

tests in the English Proficiency Test for Educational Assistants .

The assessment instruments were developed to provide authentic input and tasks based on

the data collected and analyzed at Stages 2 and 3. The test developer was at all times mindful

of the validity factor in the design of the input for the instruments. As Douglas (2002) notes,

“Input must not only display situational characteristics of target language use situations, but

also interactional characteristics, and must therefore be engaging [author emphasis] to test

takers” (p. 58). Candidates enrolled in the OSLT Human Services program because the

curriculum was directly related to their chosen field of study, so Douglas’ concept of

10

engagement is consistent not only with good practice but with test validity for this cohort of

students.

8. LANGUAGE CONSTRUCTS

Although the candidates have prior training and experience in the field of education, there

are particular constraints involved in the Canadian context in which they will be expected to

function. The candidate has to be prepared to deal with a wide range of sociolinguistic

situations in the form of social interactions with school personnel, parents, and students. It is

also necessary for candidates to have an understanding of policies and procedures and

documents that are commonly used in the school setting. Given these considerations, specific

components of functional and sociolinguistic knowledge had to be included in the design of the

assessment tasks and evaluation instruments.

The test developer assembled the results of the analyses of the data from the expert

interviews, site visits, and document samples. Using this information, the test developer then

consulted the concordance tables of the components of language ability outlined in the

Canadian Language Benchmarks 2000: Theoretical Framework in order to determine the

linguistic and sociolinguistic competencies required in the target occupational setting for

educational assistants. The CLB 2000 framework closely approximates the model offered by

Douglas (2002) for target language use (TLU) in that it categorizes various types of knowledge

into distinct domains (Canadian Language Benchmarks, 2013, pp. 77-80).

With the exception of Table 1, which describes functional knowledge, the CLB 2000

Theoretical Framework was isolated from the Celce-Murcia (1995) and Bachman and Palmer

11

(2010) models with a view to streamlining the selection of competencies for the assessment

tasks. The Bachman and Palmer (2010) model was included in the description of functional

knowledge because the general categories provide a more logical reference for general

categories.

Table 1: Functional Knowledge Component

Bachman and Palmer (2010) CLB 2000: Theoretical Framework

Knowledge of ideational functions Facts

Feelings / emotional attitude

Opinions

Knowledge of manipulative functions Suasion Interpersonal exchange

Knowledge of speech act sets

Knowledge of heuristic functions Problems / moral attitudes

Table 2: Textual Knowledge Component

CLB 2000 Theoretical Framework Categories

Category Characteristics

Cohesion

Reference in the text (anaphora, cataphora) Substitution / ellipsis

Conjunctions Parallel structures

Lexical chains related to content schemata

Deixis

Personal references

Temporal references

Textual references

Coherence

Organized expression and interpretation of content and purpose (content schemata)

Thematization and staging

Management of old and new information

Propositional structures and their organizational sequences Temporal continuity / shift

12

Conversational Structure

Openings and reopenings

Topic establishment and change How to hold and relinquish the ‘floor’

How to interrupt How to collaborate and backchannel

How to do preclosings and closings

Adjacency pairs (related to functional competence (preferred and ‘dispreferred’ responses)

Genre / Generic Structure Knowledge of genre (occupation-specific)

Table 3: Grammatical Knowledge Component

CLB 2000: Theoretical Framework


Syntax

Constituent / phrase structure

Word order

Sentence types

Modifiers Coordination

Subordination

Morphology Parts of speech

Inflections (e.g. agreement and concord)

Lexicon

Words (related to educational settings)

Routines (related to educational settings) Collocations (specific to field)

Idioms (related to social settings, workplace settings)

Phonology Segmentals

Suprasegmentals

Orthography / Spelling Letters

Rules of spelling Mechanics and punctuation

13

Table 4: Sociolinguistic Knowledge Component

CLB 2000: Theoretical Framework


Stylistic appropriateness

Sensitivity to register / style

Cultural factors

Knowledge of social and institutional structures, history, geography

Cross-cultural / multiculturalism awareness

Social contextual factors

Situation: time, place, purpose of transaction, social situation

Non-verbal communicative factors

Non-verbal communication

Idioms

Part of linguistic/grammatical component

(Centre for Canadian Language Benchmarks, 2013)

9. Authenticity

The test developer had access to a wide variety of authentic material for test input. A brief

description of the source material for each test is provided below.

9.1 Reading Test:

The texts for the Reading Test were chosen for their authenticity and relevance to the

educational environment. Educational assistants would be expected to be familiar with the

genre, format and content of such documents in their roles as members of school teams.

The Individual Education Plan (IEP) in Part 1 was modified slightly from an original

document from the online special education resource archive on the Ontario Ministry of

14

Education website. Student information was changed to match the information with the

scenario in the Speaking test. The format of the document was not changed.

The Special Education Program Skill Area Plan in Part 2 was also taken from the Ontario

Ministry of Education special education archive. The plan was abridged to accommodate

the time limitations and content objectives of the test, but the format of the document was

not changed.

The Psychologist’s Report in Part 3 was adapted from sample reports in Hutchinson (2004)

and Pearson’s WISC-IV Writer (2003). There was some modification to the format since

such documents are typically quite technical, and it is not likely that an educational assistant

would be required to interpret psychometric statistics and analyses.

9.2 Listening Test:

The Voicemail Message in Part 1 is based on an authentic message to educational

assistants at a school board in the Niagara region. It follows closely a transcription of an

original message about a professional development day for educational assistants

employed by the board. The voicemail message is linked to the listening task in Part 2 of

the Listening test.

The Video Presentation in Part 2 is an authentic video recording from Curriculum Services

Canada’s Webcasts for Educators. The listening input consis ts of a web-based 3-minute

segment from a selection entitled “Student-led Conferences.”

The test developer chose to include one short recording and another longer video recording

to assess different listening skills. As Buck (2011) notes, “Longer texts will rend to require

15

discourse skills, whereas shorter text will tend to focus more on localised grammatical

characteristics” (p. 123). The assessment of both skill areas was considered important for

the target group.

9.3 Speaking Test:

Conducting a pre-enrolment interview is the task for the Speaking Test.

This task was chosen for its relevance to the educational assistant’s support role for the

classroom teacher. According to the experts who were consulted at the research stage,

educational assistants are taking on more responsibility for communicating with parents

and guardians, so the performance of this task was identified as an important skill for

assessment.

The role play format was chosen for the authentic quality of interaction for as Luoma (2011)

argues, “role play tasks are a way of making communication in a test more versatile

because, rather than talking to a tester, the examinees take on a new role and a new,

simulated role relationship to their communication partner” (p. 153).

9.4 Writing Test:

Writing an email message requesting information. This task was chosen because

educational assistants frequently communicate with administrative and supervisory

personnel at the board offices.

Writing a report on a pre-enrolment interview. The task was chosen to approximate one

of the duties of the educational assistant is sometimes expected to perform in his or her

administrative role as assistant to the teacher. Educational assistants frequently interact

16

with parents on behalf of the teacher and to report on those interactions to the teacher and

/ or school administrators.

10. LIMITATIONS OF THE TEST

The test developer does not anticipate many limitations for this test. The Ministry

documents upon which the reading test texts were based have not changed in format for some

time; however, if there is a change in format, the test developer will make revisions as required.

The listening input for Part 1 of the Listening test is an original recording. The video recording

for Part 2 from is available from the Curriculum Services Canada website. However, since this

video cannot be downloaded due to copyright restrictions, the assessment team is advised to

ensure that the link is current in advance of any testing date.

11. CANDIDATES’ EXPECTED RESPONSES

11.1 Reading Tasks: The candidate will read and understand an Individual Education Plan, a

Special Education Program Skill Area Plan, and an abridged Psychologist’s Report.

11.2 Listening Tasks: In Part 1, the candidate will listen to an audio recording of a voicemail

message and provide verbal responses to indicate comprehension of the content of the

message. In Part 2, the candidate will watch a 3-minute segment of a video presentation and

provide a verbal summary of the content of the video.

11.3 Speaking Task: The candidate will participate in a mock interview with the parent of a

new student at a school. In the role of the educational assistant, the candidate will conduct the

17

interview by asking questions and employing various strategies for collecting information from

an interview.

11. 4 Writing Task: The candidate will complete two tasks. The first task is to write an email

message requesting information about a behavioural modification plan. No minimum word

limit has been stipulated since the genre requires that the candidate is aware of the economy

of language in email communication, and this knowledge should be reflected in the response.

The second task is to write a 350-word informal report using letter format. The content is

based on information from a pre-enrolment interview with the parent of a new student at the

school.

12. OVERVIEW OF TEST TASKS

12.1 Overview of Reading Tasks

Part 1: Reading an Individual Education Plan (IEP)

The Individual Education Plan is an important document for special education team

members in the school setting. An educational assistant must be familiar with the format

and genre of the IEP since this document is often the point of reference in IEP team

meetings, which educational assistants are often expected to attend.

There are 4 short-answer questions in this part of the test. Questions 1 and 2 require the

candidate to write one correct answer. Questions 3 and 4 require the candidate to list 3

points from the IEP for a total of 6 points. The total for this section is 10 marks.

18

Part 2: Reading a Special Education Program Skill Area Plan

The Skill Area Plan is another important document in the field of special education in

Ontario. An educational assistant would be required to employ many of the strategies set

out in the plan and could possibly be called upon to provide observational data for the

classroom and special education teachers.

There are 4 multiple choice questions in Part 2, with each question being worth 1 mark for a

total of 4 marks.

Part 3: Reading a Psychologist’s Report

The psychologist’s report is a key document in the records of many special needs students.

Educational assistants should be familiar with the genre and format of such documents. An

understanding of the language of report-writing demonstrates the textual, grammatical,

and sociolinguistic knowledge detailed in the Language Constructs section.

There are 5 multiple-choice questions in Part 3 for a total of 5 marks. The questions are

designed to assess higher-order inferencing skills as well as sequencing skills. For this

reason, the questions in this section are considered the most challenging.

The candidate’s raw reading score must convert to CLB 8 for a pass.

19

12.2 Overview of Listening Tasks

Task 1: Listening to a Voicemail Message

Candidates will listen to a 1-minute voicemail message about a professional development

day for educational assistants employed by a school board. This task tests the candidate’s

ability to process information in sequence, such as dates, numbers, and directions, as well

as instructions. The message will be played twice by the assessor; then the candidate will

be asked to give an oral response to the question by the assessor: “What did the speaker

say?” The candidate will be given approximately 5 minutes to recall and orally summarize

the content of the message. The assessor uses his or her discretion to decide whether

question prompts are required to elicit information from the candidate.

The candidate is expected to provide information about 10 key points from the voicemail

message. The total for this task is 10 marks.

Task 2: Listening to a Video Presentation

The candidate will listen to a 3-minute except from a web-based video presentation on

techniques for student-led conferences. The video will be played only once. The candidate

is permitted to take notes from the listening.

After the segment has finished, the assessor will ask the question: “What did the speakers

say?” The candidate will be given 10 minutes to orally relate the content of the

presentation. The candidate will be permitted to refer to the notes he or s he took while

listening. As is the option in Task 1, the assessor may use his or her discretion to use

question prompts to elicit information from the candidate.

20

There are 10 key points from the video that the candidate is expected to mention in his or

her summary of the content. Each point is worth one mark for a total of 10 marks for Task

2.

The candidate’s raw listening score must convert to a CLB 8 for a pass.

12.3 Overview of Speaking Task

The candidate will perform the role of an educational assistant who is conducting an intake

interview with the parent of a new student at a local school. He or she will interact with an

interlocutor, who will perform the role of the parent. The interlocutor has been trained in

the role and for the purposes of standardization remains consistent in the content of

information provided (i.e. information about child’s background, home environment, parent

occupations, etc.).

The candidate’s performance will be assessed using speaking band descriptors of

performance levels from 1 to 3. Candidates must achieve a band score of 3, which converts

to a CLB score of 8, to pass the test.

12.4 Overview of Writing Tasks

Task 1: Writing an email message

The candidate will write an email message to the head of the educational resources

department at the board office to request information about a behavioural plan.

To perform this task competently, the candidate needs to be familiar with the genre of

email-writing.

21

The candidate’s written response will be assessed using writing band descriptors of levels 1

to 3. The band scores will be converted to benchmarks scores using a Benchmark

Conversion Grid. Candidates must achieve a band score of 3, which converts to a CLB score

of 8, to pass this part of the writing test.

Task 2: Writing an informal report using letter format

The candidate will write a 350-word informal report using letter format to summarize a pre-

enrolment interview with a parent. The scenario for the writing task is similar to the

interview in which the candidate participated for the Speaking Test, so the candidate will

have a relevant context from which he or she can develop the written response.

To perform this task competently, the candidate needs to be familiar with the genre of

report-writing and the level of register required and to demonstrate an awareness of

audience.

The candidate’s written response will be assessed using writing band descriptors of levels 1

to 3. The band scores will be converted to benchmarks scores using a Benchmark

Conversion Grid. Candidates must achieve a band score of 3, which converts to a CLB score

of 8, to pass the test.

22

13. TEST ADMINISTRATION PROCEDURES

The tests must be administered in the following sequence: Reading; Listening; Speaking;

Writing. The candidates will change locations for each test, so it is important to ensure that the

candidates are aware of the rooms and times prior to the commencement of the first test. For

this purpose, the candidates will be given a schedule by the Test Centre assistant when they

arrive at the College.

13.1 Introduction and Check-in

Location: Multimedia classroom (capacity 25)

Materials: Candidate sign-in sheet; Test booklets; extra pencils and erasers for the

candidates; timer (on screen)

Personnel: Assessor; administrator/interlocutor; Test Centre assistant

Preparation: Put coloured sticky notes on desks with one desk space between candidates.

Place 2 sharpened pencils and 1 eraser at each desk. Log onto computer and

bring up timer.

Greeting the candidates:

Test Centre assistant asks candidates sign the sign-in sheet when they enter the testing

room. Candidates will be asked to place personal recording devices, cellphones, and

personal items in the locked cabinet. Test Centre assistant will then direct the candidates to

take a seat at a desk with a sticky note on it.

23

Assessor greets the candidates and reviews the schedule on the projection screen.

Assessor reviews the security requirements for the test.

Administrator confirms that all students have 2 pencils and erasers.

13.2 Test Administration Procedure for the Reading Test

Step 1: The assessor tells candidates that the administrator and Test Centre assistant will

distribute the reading test booklets. The candidates are not to open the booklet until

the assessor asks them to do so. Test booklets are distributed.

Step 2: The assessor asks candidates to complete the information on the cover page of the

test booklet. The assessor then asks the candidates to open the booklet to Page 2 of

the booklet and read the Instructions for the Candidate.

Step 3: The administrator/interlocutor brings the timing clock up on the projection screen.

The assessor asks the candidates to begin the test.

Step 4: The assessor and administrator/interlocutor monitor the candidates.

Step 5: When 30 minutes have elapsed, the administrator/interlocutor tells the candidates:

“You have 30 minutes left.”

Step 6: When 5 minutes are remaining, the administrator/interlocutor tells the candidates:


Step 7: When the timing clock beeps, the assessor asks the candidates to put down their

pencils and turn their booklets facing down. The Test Centre assistant and

administrator/interlocutor collect each booklet, ensuring first that the candidate

24

information on the front cover is complete. The Test Centre assistant takes the

booklets to the main office.

Step 8: The assessor tells the candidates to collect their personal effects and take a 10-minute

break. The assessor reminds the candidates to return to the Test Centre on time for

the Listening Test.

13.3 Test Administration Procedure for the Listening Test

Location: Multimedia meeting room (capacity 8)

Materials: Computer; speakers; projection screen; Candidate Information cover sheet and

Instructions for the Candidate ; Listening Log for the assessor; pad of paper and

pencil for the candidate to take notes in Task 2

Personnel: Assessor

Preparation: Download listening files for Tasks 1 and 2. Check volume control. Test listening

files.

Step 1: Greet candidate and introduce yourself. Invite the candidate to be seated across

the table. Ask the candidate to fill in the Candidate Information cover sheet for

the Listening Test.

Step 2: Give the candidate the ‘Instructions for the Candidate’ sheet for the Listening

Test. Read through the instructions with the candidate. Check comprehension

of the instructions.

25

Step 3: Take the Listening Log and read the Assessor Script once. Play the recording.

Step 4: Stop the recording. After 10 seconds, say, “I’m going to play the recording

again.” Play the recording.

Step 5: Stop the recording. Ask the candidate: “What did the speaker say?” Listen to

the candidate’s responses and circle the checkmark if the information is stated

or ‘X’ if the information is not stated. (Use your discretion to decide whether to

use the prompt questions for each point. Do not modify the prompt questions or

extrapolate. Your training session has equipped you to determine the conditions

for making this decision.) Give the candidate 5 minutes to provide the response.

Step 6: Add the total of correct responses and write this number at the bottom of the

sheet.

Step 7: Tell the candidate that he/she will now watch a video for the Task 2. Give the

candidate the pad of paper and pencil for notes. Remind him/her that note-

taking is permitted for this task. Bring up the video on the projection screen.

http://curriculum.org/secretariat/studentled/i ndex.shtml

Step 8: Read the Assessor script for Task 2 in the Listening Log. Begin the video.

Step 9: Stop the video and ask, “What did the speakers say?” Listen to the candidate’s

responses and circle the checkmark if the information is stated or ‘X’ if the

information is not stated. (Again, use your discretion to decide whether to use

http://curriculum.org/secretariat/studentled/index.shtml

26

the prompt questions for each point. Do not modify the prompt questions or

extrapolate.) Give the candidate 10-12 minutes to provide the response.

Step 10: Thank the candidate for participating in the test. Tell the candidate to take a 15-

minute break and return to the assigned room for the Speaking Test.

Step 11: The assessor completes the scoring process on the Candidate Score Record and

brings the completed Listening Log and Score Record with the signed Candidate

Information cover sheet (affixed) to the main Test Centre office.

13.4 Test Administration Procedure for the Speaking Test

Location: Multimedia meeting room (capacity 8)

Materials: Candidate Information cover sheet and Instructions for the Candidate;

‘Forestview School Pre-enrolment Form’ for the Candidate; role play reference

sheet for the Interlocutor; Scoring Bands and Candidate’s Speaking Test Score

Record for the Assessor

Personnel: Assessor; Interlocutor

Preparation: Set up small table and chairs for candidate and interlocutor. Set chair for

assessor in a position that provides a clear view of the candidate and the

interlocutor. Briefly review the procedure for the role-play with the Interlocutor.

Step 1: The assessor and the interlocutor greet the candidate and invite him/her to have

a seat at the ‘interview table.’ The assessor introduces the interlocutor.

27

Step 2: The assessor gives the candidate the Candidate Information cover sheet and asks

him/her to complete the information. The assessor asks the candidate to read

Page 2 ‘Instructions for the Candidate’ that accompanies the cover page.

Step 3: The assessor gives the candidate the Instructions for the Speaking Test. The

assessor reads through the instructions with the candidate and checks the

candidate’s comprehension of the instructions.

Step 4: The assessor gives the candidate the ‘Forestview School Pre-enrolment Form’

and tells the candidate he/she has 5 minutes to become familiar with the form.

After 5 minutes, the assessor tells the candidate to begin the interview.

Step 5: The assessor watches the interview, making notes of the candidate’s

performance of the task. The assessor checks off the descriptors that describe

the candidate’s performance. (The amount of time required for the interview will

likely depend on the candidate’s level of proficiency. A candidate will lower

proficiency will probably exhaust his/her resources after 5 minutes of

conversation; a candidate who is stronger will be able to extend the discussion.

The assessor must use his/her discretion, which is based on the standardization

training, to decide whether to allow the interview to continue. However, for

‘stronger’ candidates, the interview should be concluded after a maximum of 10

minutes.)

Step 6: The assessor interrupts at an appropriate point in the conversation to conclude

the interview. The assessor tells the candidate to take a 10-minute break and go

28

to the next room for the Writing Test. The assessor and interlocutor thank the

candidate for participating in the test.

Step 7: The assessor completes the scoring process and records the information on the

Candidate’s Score Record and brings the completed record with the signed

Candidate Information cover sheet (affixed) to the main office of the Test

Centre.

13.5 Test Administration Procedure for the Writing Test

Location: Multimedia classroom (capacity 25)

Materials: Test booklets; extra pencils and erasers for the candidates; timer (on screen)

Personnel: Assessor; administrator/interlocutor; Test Centre assistant

Preparation: Put coloured sticky notes on desks with one desk space between candidates.

Place 2 sharpened pencils and 1 eraser at each desk. Log onto computer and

bring up timer.

Step 1: The assessor tells candidates that the administrator and Test Centre assistant will

distribute the Writing Test booklets. The candidates are not to open the booklet until

the assessor asks them to do so. Test booklets are distributed.

Step 2: The assessor asks candidates to complete the information on the cover page of the

test booklet. The assessor then asks the candidates to open the booklet to Page 2 of

the booklet and read the Instructions for the Candidate.

29

Step 3: The administrator/interlocutor brings the timing clock up on the projection screen.

The assessor asks the candidates to begin the test.

Step 4: The assessor and administrator/interlocutor monitor the candidates.

Step 5: When 30 minutes have elapsed, the administrator/interlocutor tells the candidates:


Step 6: When 5 minutes are remaining, the administrator/interlocutor tells the candidates :


Step 7: When the timing clock beeps, the assessor asks the candidates to put down their

pencils and turn their booklets facing down. The Test Centre assistant and

administrator/interlocutor collect each booklet, ensuring first that the candidate

information on the front cover is complete. The Test Centre assistant takes the

booklets to the main office.

Step 8: The assessor congratulates the candidates on completing the tests. The assessor

informs the candidates that the test results will be compiled and sent to the Academic

Coordinator for their programs. The assessor thanks the candidates for participating

in the test.

30

14.RATING PROCEDURES: INSTRUCTIONS FOR ASSESSORS

14.1 Instructions for the Assessor: Reading Test

The candidate is required to read and comprehend the information 3 documents that are

commonly used by educational assistants in classrooms in Ontario.

There are 3 tasks in the Reading Test:

Part 1: Reading an Individual Education Plan 4 short answer questions (requires

10 responses x 1 mark each) = 10 marks

Part 2: Reading a Special Education Program plan 4 multiple choice questions =

4 marks

Part 3: Reading a Psychologist’s Report 5 multiple choice questions = 5 marks

Total Marks for the Reading Test: 19 marks.

Total Time for the Reading Test: 1 hour to read the texts and answer the questions.

Procedure for Scoring the Reading Test and Assigning the Benchmark Score

1. Consult the Answer Key while marking the candidate’s test. Record the score for each

part of the test on the Candidate Score Record.

2. Consult the Benchmark equivalency table to determine the Benchmark score for the

Reading Test.

3. Record the Benchmark score in the Reading Test section of the Candidate Score Record.

31

4. If Benchmark 8 is met, check the appropriate box for Pass or Does not pass in the

Reading Test section of the Candidate Score Record.

5. Indicate the Reading Proficiency Level in the Candidate Score Record.

14.2 Instructions for the Assessor: Listening Test

The purpose of the listening test is to assess the candidate’s ability to extract specific

information from a short voicemail message and to comprehend the gist of a longer video

recording of a professional presentation.

There are 2 tasks in the Listening Test:

Task 1: Listen to a 1-minute voicemail message and orally recall the content of the

message. The candidate is expected to recall 10 key points from the message. The

total number of marks is 10 for this section.

Task 2: Listen to a 3-minute video presentation and orally recall the content of the

message. The candidate is expected to recall 10 key points from the presentation.

Total Marks for the Listening Test: 20 marks

Total Time for the Listening Test: 30 minutes (includes listening/viewing and candidate’s oral

summaries).

Procedure for Scoring the Listening Test and Assigning the Benchmark Score

1. Use the Listening Log to provide instructions for each task. Do not deviate from or

extrapolate from the instructions.

32

2. After playing the recording for Task 1 twice, follow the prompt question to request the

candidate to orally recall the content of the message.

3. Using the list of target points on the Listening Log for Task 1, indicate whether or not the

candidate has included the target points in the recall.

4. Use your discretion to decide whether or not to employ the question prompts.

5. Repeat the procedure above for Task 2.

6. Add the number of correct responses for Tasks 1 and 2 recorded on the Listening Log

7. Record these totals on the Candidate Score Record.

8. Consult the Benchmark equivalency table to determine the Benchmark score for the

Listening Test.

9. Record the Benchmark score in the Listening Test section of the Candidate Score

Record.


Listening Test section of the Candidate Score Record.

11. Indicate the Listening Proficiency Level in the Candidate Score Record.

14.3 Instructions for the Assessor: Speaking Test

The purpose of the speaking test is to assess the candidate’s ability to conduct a professional

interview with the parent of a schoolchild. The candidate needs to have a satisfactory level of

linguistic and metalinguistic knowledge to perform this task. The candidate also needs to ask

specific questions to obtain information.

There is 1 task in the speaking test.

33

Total time for the Speaking Test: 30 minutes

Procedure for Scoring the Speaking Test and Assigning the Benchmark Score

1. Make sure you are seated apart from the interlocutor and candidate in a position that

provides you with a clear view of the participants.

2. Make notes of your observations as the interview proceeds.

3. Use the Speaking Bands chart to check off the criteria for the candidate’s performance

in the interview.

4. After the interview has concluded, take a few minutes to discuss the candidate’s

performance with the interlocutor.

5. Record the candidate’s band score on the Candidate’s Score Record. Select the

equivalent Benchmark level.


Speaking Test section of the Candidate Score Record.

7. Indicate the Speaking Proficiency Level in the Candidate Score Record.

14. 4 Instructions for the Assessor: Writing Test

The purpose of the writing test is to assess the candidate’s ability to follow standard format and

to use correct register, grammar, vocabulary and mechanics in written communication.

There are 2 tasks in the Writing Test:

Task 1: Writing an email message. This task assesses the candidate’s ability to

write a short email requesting information. The candidate should demonstrate

34

awareness of audience and genre format. The candidate’s ability to use accurate

grammar, vocabulary and mechanics is also assessed.

Task 2: Write a 350-word informal report in letter format to summarize an intake

interview. This task assesses the candidate’s ability to follow a standard format for

a short report to a colleague and use the correct register for the genre of report-

writing. The candidate’s ability to use accurate grammar, vocabulary and mechanics

is also assessed.

Total Time for the Writing Test: 1 hour

Procedure for Scoring the Test and Assigning the Benchmark Score

1. Read the scripts for each task twice. For the first reading, focus on a general impression

of the content, organization and form of the written response. For the second reading,

focus on language use and mechanics.

2. Consult the writing bands chart to determine the band of the written response.

(Note: In cases of uncertainty when choosing between bands, the assessor should

consult the exemplars for reference.)

3. Decide on a band for the written response. Find the Benchmark score on the conversion

chart.

4. The candidate must achieve a Benchmark score of 8 on BOTH tasks.

5. Record the band scores and the Benchmark scores on the Candidate Score Record.

6. Indicate the Writing Proficiency Level in the Candidate Score Record.

35

English Proficiency Test

for

Educational Assistants

Occupation-Specific Language Training Program for Human

Services

Test Materials

36

English Proficiency Test for Educational Assistants

(Occupation-Specific Language Training Program)

READING TEST

IMPORTANT:

PLEASE COMPLETE THIS INFORMATION BEFORE YOU BEGIN THE TEST.

Test Date: _________________________________________________

Candidate’s Name: _________________________________________________

Testing Location: Niagara College, Niagara-on-the-Lake Campus

37

INSTRUCTIONS FOR THE CANDIDATE

The purpose of this Reading Test is to assess your ability to read and understand documents that are used in schools by Education Assistants.

You have ONE HOUR to complete the test.

Read all instructions carefully. This test contains 3 parts:

Part 1: Reading an Individual Education Plan (IEP)

Answer Type: Short Answer

Part 2: Reading a Special Education Program document

Answer Type: Multiple Choice

Part 3: Reading a Psychologist’s Report

Answer Type: Multiple Choice

38

PART 1: READING AN INDIVIDUAL EDUCATION PLAN

This part of the test will assess your ability to read and understand the

information on a standard Individual Education Program (IEP) document.

There are 4 short-answer questions in this section.

Write your answers in the spaces provided.

39

TEXT FOR PART 1: READING AN INDIVIDUAL EDUCATION PLAN

ONTARIO MINISTRY OF EDUCATION

INDIVIDUAL EDUCATION PLAN (IEP)

THIS IEP CONTAINS AC MOD

ALT REASON FOR DEVELOPING THE IEP

Student identified as exceptional by IPRC Student not formally identified but required special education program/services, including

modified/alternative learning expectations and/or accommodations

STUDENT PROFILE

Student OEN: 123456789 Last Name: Mendoza First Name: Maria

Gender: F DOB: 02 / 11 / 2006 School: Mapleview School Type: Elementary Semester: NA Principal: Mr. A. Smith Current Grade/Special Class: SK School Year: 2012 -2013

Exceptionality (identified): Developmental disability Placement: Regular class with resource assistance

RELEVANT ASSESSMENT DATA

Information Source Date Summary of Results Psychological Assessment 11/08/2011 Significant delays in cognitive abilities and all areas

of adaptive skil ls.

Speech and Language Assessment 11/10/2011 Receptive and expressive language skil ls are

moderately delayed. Severe delays in articulation.

Educational Assessment 06/06/2012 Can recite some letters of the alphabet and numbers 1-10. Recognizes and names primary colours.

Vision Assessment 12/10/2011 Nearsighted (wears corrective lenses).

Audiological Assessment 12/10/2011 No auditory impairment

Occupational Therapy Assessment 12/17/2011 Mild to moderate delays in fine motor skil ls, visual motor integration, and activities of daily l iving.

STUDENT’S AREAS OF STRENGTH AND AREAS OF NEED

Areas of Strength

Areas of Need

Willingness to communicate Articulation skills

Socially interactive with peers and adults Expressive language skil ls - speaking

Positive attitude Expressive language skil ls- writing Comfortable with a computer Self-regulatory skil ls

Enjoys books Fine motor skil ls

Receptive language skil ls- reading

40

QUESTIONS FOR PART 1

Instructions:

Write short answers to the following questions.

1. What kind of exceptionality does the student have?

_______________________________________________________________________

2. What is the student’s current placement?

_______________________________________________________________________

3. List 3 problems the student has in speech and language:

1. _____________________________________________________________________

2. _____________________________________________________________________

3. _____________________________________________________________________

4. List 1 area of strength and 2 areas of need for this student:

1. _____________________________________________________________________

2. _____________________________________________________________________

3. _____________________________________________________________________

FOR ASSESSOR USE ONLY

Write the number of correct answers for Part 1in the space below.

Copy the number to the Part 1 box in the Reading Test section of the Candidate Score Record.

Total for Part 1: ____________

41

PART 2: READING AN INDIVIDUAL EDUCATION PLAN


information on a standard Individual Education Program (IEP) document.

There are 4 multiple choice questions in this section.

Circle the letter of your answer. There is only ONE correct answer for each

question.

42

TEXT FOR PART 2: READING AN INDIVIDUAL EDUCATION PLAN

SPECIAL EDUCATION PROGRAM

Subject or Course/Code or Alternative Skil l area: Language Arts

Baseline Level of Achievement (usually from previous June report card): N/A

Prerequisite secondary course (if applicable): Letter grade/Mark: N/A Curriculum grade level: SK (MOD)

Baseline Level of Achievement for Alternative Skill Area:

Annual Program Goal(s): By June 2013, Maria Mendoza will recognize her name and demonstrate basic book conventions independently

(left to right, front to back). With l imited assistance, she will create and retell stories based on personal experiences. She will recognize the letters of the alphabet on the computer keyboard.

Learning Expectations

Teaching Strategies

Assessment Methods

Term 1

Identify the front and back of the book in 3 of 5 guided reading sessions.

Teacher / EA modelling, visual cues, verbal cues, repetition of the task, 1-1 conferencing, hand-over-hand

instruction

Observation and record on checklist (successful attempts, # of cues required)

Name 2 features of the story book

cover for a book with a single picture cover.

Teacher / EA selected books

motivating to student, reinforcement of correct articulation

Monitoring and recording

articulation patterns, anecdotal records, vocabulary checklist

With cuing, choose her first name

from an array of 3 first names and place it on the attendance board 3 out of 5 days of the week.

Array of different names, modelling

of task (teacher/EA), portable word wall

Observation and checklist of correct

attempts

Use 2-3 words to describe self-created pictures with 50% accuracy.

Student-created photo/digital albums, taping of stories

Observation and anecdotal record, audio recording.

Find the letters of her name on an

adapted keyboard with 50% accuracy.

Adapted keyboard, model of name

(large size bolded font)

Term 2

Identify the front, back, and left side of the book in 5 out of 5 guided

reading sessions.

Teacher/EA modelling, visual cues, verbal cues, repetition of the task

See Term 1

Name 3-5 features of a single

picture story book cover

See Term 1

With cuing, choose her first name from an array of 5 first names and place it on the attendance board 4 out of 5 days a week.

Use 3-5 words to tell stories

relevant to self-created pictures

43

with 75% accuracy.

Find and type the letters of her name and letters A-M on an adapted keyboard with 80% accuracy.

Term 3

During any class reading session, will identify the front, back, right and left sides of the book with 100% accuracy.

Verbal cues, repetition of the task, positive reinforcement

See Term 1

Name 3-5 features of a two-picture

story book cover.

With cuing, will choose her first name from an array of 10 first names and place it on the attendance board 5 out of 5 days

per week.

Array of 10 different names, modelling of task (teacher/EA), portable word wall

Use 4-5 words to tell stories relevant to the pictures on the pages of self-created books with 100% accuracy.

Student-created photo/digital albums, taped stories.

Independently find and type the

letters of the alphabet on an adapted keyboard with 100% accuracy.

44


Instructions:

Choose ONE correct answer for each question.

Circle the letter of your choice.

1. Which of the following is a learning expectation for Term 1?

a. Name 3-5 features of a single picture story book cover.

b. Name 3-5 features of a two-picture story book cover.

c. Name 2 features of a story book cover for a book with a single picture cover.

d. Name 2-3 features of a two-picture story book cover.

2. In Term 2, this student will be able to

a. Use 2-3 words to describe self-created pictures with 50% accuracy.

b. Identify the front, back, and left side of the book in 5 out of 5 guided sessions.

c. Find the letters of her name on an adapted keyboard with 50% accuracy.

d. Name 2 features of the story book cover for a book with a single picture cover.

3. Which teaching strategies will be used in Terms 1, 2, and 3?

a. Teacher/EA modelling, visual cues, verbal cues

b. Teacher/EA modelling, visual cues, verbal cues, repetition of the task

c. Verbal cues, repetition of the task

d. Verbal cues, visual cues, positive reinforcement

4. Which of the following is NOT an assessment method for this IEP?

a. Observation and anecdotal record

b. Vocabulary checklist

c. Monitoring and recording behavioural problems

d. Audio recording

45


Write the number of correct answers for Part 2 in the space below. Copy the number to the Part 2 box in the Reading Test section of the

Candidate Score Record.


PART 3 OF THE READING TEST

CONTINUES ON THE NEXT PAGE

46

PART 3: READING A PSYCHOLOGIST’S REPORT


information in a psychologist’s report on a student.

There are 5 multiple choice questions in this section.

Circle the letter of your answer. There is only ONE correct answer for each

question.

47

TEXT FOR PART 3: READING A PSYCHOLOGIST’S REPORT __________________________________________________________________ LOSIER AND ASSOCIATES, PROFESSIONAL COUNSELLING SERVICES

123 James Street, Suite 707 Toronto, Ontario, M5W 1E6 ______________________________________________________________________________

PSYCHOLOGIST’S REPORT EXAMINEE: Jessica Wilson REPORT DATE: 11/06/2013 AGE: 6 years 6 months GRADE: Grade 1 DATE OF BIRTH: 01/01/2003 EXAMINER: C. Losier, Ph.D. EXAMINEE I.D.: 123456 GENDER: FEMALE TESTS ADMINISTERED: WISC-IV / Academic Assessment Reason for Referral

Jessica was referred for evaluation by her mother on the advice of the principal and teacher at Jessica’s

school. Jessica has been experiencing difficulty meeting the standards for passing the grade level in

literacy and numeracy.

Home

Jessica is 6 years old and lives at home with her mother, who has been divorced from her father since

Jessica was 10 months old. There is one other older child, a 14-year-old boy, in the family. Jessica’s

mother has sole custody of both children. Jessica’s mother is currently supporting the family, as

Jessica’s father has not met his child support obligations for the last three years. The family lives in

subsidized housing because Jessica’s mother income is below average for a family. Ms. Wilson’s job

involves shift work, so Jessica and her brother are often left alone after school.

Development

According to Ms. Wilson, she had a difficult pregnancy with Jessica. She was hospitalized twice prior to

Jessica’s birth, and Jessica was born 4 weeks premature.

Interpretation of WISC-IV Results

On the WISC-IV, Jessica scored at the 93rd percentile on the Verbal Scale, which indicates that she is in

the superior range. Her score on the Performance Scale was in the 81st percentile, which places her in

the high average range. Her Full Scale score indicates that she is in the 91st percentile in this area, which

places her in the high average range overall. Jessica’s highest scores were on the subtests of Similarities

and Vocabulary, both of which are good indicators of school success. She also performed well on the

Block Design subtest, which measures non-verbal reasoning. However, her scores on the Object

48

Assembly and Digit Span subtests were below average. A low score on the Digit Span indicates that an

examinee may have problems with maintaining attention.

Interpretation of Academic Assessment

Jessica could recite only the first ten letters of the alphabet, and when she was asked to print the letters,

could only form three letters (lower case a, c, and e) correctly. She reversed the lower case letters b and

d. She was unable to distinguish between upper case and lower case for all letters of the alphabet.

Jessica could repeat a five-word sentence after it was read to her. Jessica had similar problems with

printing the numbers 1 to 10. She also reversed two numbers (3 and 7).

Summary and Recommendations

Jessica’s scores on the WISC-IV place her in the high average range in terms of percentile. However, her

academic performance, both in this assessment and at school, does not reflect the psychometric

assessment. Jessica’s low scores on the Object Assembly and Digit Span subtests of the WISC -IV,

combined with the reversal of both letters and numbers in the Academic Assessment, indicate that

further testing for dyslexia and Attention Deficit Disorder are strongly advised.

49


Instructions:

Choose ONE correct answer for each question. Circle the letter of your choice.

1. According to the psychologist’s report, which ONE of the following statements is true?

a. Jessica’s mother supports the family because Jessica’s father is unemployed.

b. Jessica’s father does not currently support the family.

c. Jessica’s parents have joint custody of the children.

d. Jessica’s family does not live in subsidized housing.

2. Which of the following statements correctly describes Jessica’s score on the WISC-IV?

a. 81st percentile on the Verbal Scale; 91st percentile on the Performance Scale;

93rd percentile on the Full Scale

b. 93rd percentile on the Verbal Scale; 91st percentile on the Performance Scale; 93rd percentile on the Full Scale

c. 93rd percentile on the Verbal Scale; 81st percentile on the Performance Scale;

91st percentile on the Full Scale

d. 91st percentile on the Verbal Scale; 93rd percentile on the Performance Scale; 81st percentile on the Full Scale

3. Which WISC-IV subtest measures non-verbal reasoning?

a. Object Assembly

b. Digit Span

c. Block Design

d. Similarities and Vocabulary

4. On which test does a low score indicate problems with attention?

a. Object Assembly

b. Digit Span

c. Block Design


50

5. Why does the report recommend testing for dyslexia and Attention Deficit Disorder?

a. Jessica’s scores on the Similarities and Vocabulary and Block Design subtests were low,

and she reversed letters when she printed the alphabet.

b. Jessica’s scores on the Object Assembly and Digit Span subtests were low, and she

reversed letters in her printing.

c. Jessica’s scores on the Object Assembly and Digit Span subtests were high, and she


d. Jessica’s scores on the Object Assembly and Digit Span subtests were low, and she

reversed letters and numbers in her printing.


Write the number of correct answers for Part 3 in the space below.

Copy the number to the Part 3 box in the Reading Test section of the Candidate Score Record.


51

FOR THE ASSESSOR

READING TEST ANSWER KEY

ANSWERS FOR PART 1

1. What kind of exceptionality does the student have?

Developmental disability

2. What is the student’s current placement?

Regular class with resource assistance.

3. List 3 problems the student has in speech and language:

Receptive skills moderately delayed

Expressive language skills moderately delayed

Severe delays in articulation

4. List 1 area of strength and 2 areas of need for this student:

Strengths (any 1 of the following):

willingness to communicate

socially interactive with peers and adults

positive attitude

comfortable with a computer

enjoys books

Weaknesses (any 2 of the following):

Articulation skills

Expressive language skills – speaking

Expressive language skills- writing

Self-regulatory skills

52

Fine motor skills

Receptive language skills- reading

ANSWERS FOR PART 2

1. Which of the following is a learning expectation for Term 1?

a. Name 3-5 features of a single picture story book cover.

b. Name 3-5 features of a two-picture story book cover.

c. Name 2 features of a story book cover for a book with a single picture cover.

d. Name 2-3 features of a two-picture story book cover.

2. In Term 2, this student will be able to

a. Use 2-3 words to describe self-created pictures with 50% accuracy.

b. Identify the front, back, and left side of the book in 5 out of 5 guided sessions.

c. Find the letters of her name on an adapted keyboard with 50% accuracy.

d. Name 2 features of the story book cover for a book with a single picture cover.

3. Which teaching strategies will be used in Terms 1, 2, and 3?

a. Teacher/ECE modelling, visual cues, verbal cues

b. Teacher/ECE modelling, visual cues, verbal cues, repetition of the task

c. Verbal cues, repetition of the task

d. Verbal cues, visual cues, positive reinforcement

4. Which of the following is NOT an assessment method for this IEP?

a. Observation and anecdotal record

b. Vocabulary checklist

c. Monitoring and recording behavioural problems

d. Audio recording

53

ANSWERS FOR PART 3

1. According to the psychologist’s report, which ONE of the following statements is true?

a. Jessica’s mother supports the family because Jessica’s father is unemployed.

b. Jessica’s father does not currently support the family.

c. Jessica’s parents have joint custody of the children.

d. Jessica’s family does not live in subsidized housing.

2. Which of the following statements correctly describes Jessica’s score on the WISC-IV?

a. 81st percentile on the Verbal Scale; 91st percentile on the Performance Scale; 93rd percentile on the Full Scale

b. 93rd percentile on the Verbal Scale; 91st percentile on the Performance Scale; 93rd percentile on the Full Scale

c. 93rd percentile on the Verbal Scale; 81st percentile on the Performance Scale;

91st percentile on the Full Scale

d. 91st percentile on the Verbal Scale; 93rd percentile on the Performance Scale; 81st percentile on the Full Scale

3. Which WISC-IV subtest measures non-verbal reasoning?

a. Object Assembly

b. Digit Span

c. Block Design


4. On which test does a low score indicate problems with attention?

a. Object Assembly

b. Digit Span

c. Block Design


54

5. Why does the report recommend testing for dyslexia and Attention Deficit Disorder?

a. Jessica’s scores on the Similarities and Vocabulary and Block Design subtests were low,

and she reversed letters when she printed the alphabet.

b. Jessica’s scores on the Object Assembly and Digit Span subtests were low, and she


c. Jessica’s scores on the Object Assembly and Digit Span subtests were high, and she


d. Jessica’s scores on the Object Assembly and Digit Span subtests were low, and she

reversed letters and numbers in her printing.

55

CANDIDATE’S SCORE RECORD: READING TEST Candidate: __________________________________

SCORE FOR PART 1: _____ SCORE FOR PART 2: _____

SCORE FOR PART 3: _____ = TOTAL SCORE: _____

CANDIDATE’S BENCHMARK SCORE:

READING TEST RESULT: PASS / DO NOT PASS

READING PROFICIENCY LEVEL:

Benchmark Conversion Grid for Reading Scores

Total Score

Proficiency Level

Benchmark

Pass / Do not pass

<8 to 11

Developing Intermediate Proficiency

6

Do not pass

12 to 15

Adequate Intermediate Proficiency

7

Do not pass

16 to 19

Fluent Intermediate Proficiency

8

Pass

56



LISTENING TEST


Test Date: _________________________________________________

Candidate’s Name: _________________________________________________


57


The purpose of this Listening Test is to assess your ability to understand

spoken English used in short messages and longer presentations.

You have 30 MINUTES to complete the test.

The assessor will provide instructions and operate the audio and video for the

listening tasks.

There are 2 tasks in this test: Task 1: Listen to a 1-minute voicemail message.

You will listen to the recording 2 times. The assessor will ask you to recall what

the speaker said.

Task 2: Watch a 3-minute video presentation.

You may take notes as you listen. The video will be played once. The assessor will

ask you to recall what the speakers said.

58

ASSESSOR LISTENING LOG

TASK 1 AUDIO RECORDING

ASSESSOR SCRIPT:

“I am going to play a recording of a short voicemail message. The message is for

educational assistants at a school board. I will play the recording two times. Do

you have any questions? I will now play the recording.”

PLAY THE RECORDING.

Hello. This is Anne Brown from human resources. As you know, the theme for the upcoming

professional development day on Friday December 15 is ‘portfolios for the elementary

classroom.’ All educational assistants are asked to view the attached video presentation on

portfolios. The video is approximately 10 minutes long. The PD day for all elementary teachers

and educational assistants will take place at the Four Seasons Sheraton hotel on St. David’s

Road in Thorold. Orientation begins at 8:30 a.m. and workshop sessions begin at 9:20. Please

check the schedule for your school and report to your assigned conference room.

If you have any questions about the PD day, please contact me at the board office at extension

4188. Thanks and have a great day!

STOP THE RECORDING.

After 30 seconds, say “I am going to play the recording again.” Play the recording.

STOP THE RECORDING. Say: “What did the speaker say?”

59

CIRCLE the candidate’s responses. Use the question prompts if necessary.

DO NOT MODIFY THE QUESTIONS OR PROVIDE MORE INFORMATION. X 1. Ann Brown is calling from human resources.

(What is the caller’s name? What department does she work in?)

X 2. Ann Brown works in human resources.

(What department does she work in?) X 3. Professional development day is on Friday December 15.

(When is the professional development day?) X 4. The theme for the professional development day is portfolios for the elementary

classroom. (What is the theme for the professional development day?)

X 5. The video is about portfolios.

(What is the video about?) X 6. The video is 10 minutes long.

(How long is the video?)

X 7. The PD day takes place at the Four Seasons Sheraton on St. David’s Road in

Thorold. (Where is the location for the PD day?)

X 8. The PD day begins at 8:30.

(When does the PD day start?)

X 9. The workshops begin at 9:20.

(When do the workshops start?)

X 10. Ann Brown’s extension number is 4188.

(What is Ann Brown’s extension number?)

TASK 1 TOTAL CORRECT RESPONSES: _____ COPY THE SCORE FOR TASK 1 ON THE CANDIDATE’S SCORE RECORD.

60

TASK 2 VIDEO RECORDING

ASSESSOR SCRIPT:

“In the voicemail in Task 1, Ann Smith asked educational assistants to view a

video presentation about portfolios in the elementary classroom. I am going to

play part of the video recording of this presentation. There are 3 speakers in the

video: A teacher; an elementary student; and the student’s parent. The video is

3 minutes long. I will play the recording only once. You may take notes while

you are listening. Do you have any questions? I will now play the recording.”

PLAY THE RECORDING Mrs. Martinoski, Teacher:

Lesson organizing and presenting evidence of learning involves students in assessment in

support of their learning. Students who present themselves as experts in their learning are able

to show evidence of where they’ve achieved success and articulate how they are accountable for

their work. During student-lead conferences, the student presents evidence of their learning

through a portfolio to their parents or family. To have all the evidence we need for balanced

and fair assessment, we involve students in gathering and creating comprehensive collections of

evidence. Products, self-assessments, reflections, and meaningful formative feedback. The

students’ collection of evidence becomes a visual history of his or her learning over time. Using

process portfolios shows the learning that takes place over time. All the stages not just key

points. Students collect evidence at different stages in their work such as prewriting, draft,

published work, and samples showing weekly development. By using a progress portfolio and

reflecting on each piece of work collected, students are able to explain to their audience-

parents, peers and teachers- what learning has occurred by highlighting their accomplishments

and reflecting on next steps.

61

Student: And I know that I always need to use a graphic organizer Parent: This is it…yes.

Student: And I sometimes…well a lot…I forget to indent five spaces in a paragraph.

Parent: So that’s something you gotta work on.

Student: Uh-huh. And I like…and effectively here I always knew that well like right when you

start the

paragraph it’s like…um…something that tells the reader like it grabs the reader’s attention. Mrs. Martinovski:

When students are responsible for assembling the evidence for their portfolios, they have more

opportunities to figure out whether they’re on track with their learning. They do this by using

checklists created in the classroom. When students are involved in the student assessment

process, they become more engaged in learning. The more specific descriptive feedback

students receive during peer conferencing from a critical friend using a success criteria checklist

or teacher conferencing, the more learning is possible. The student is then able to reflect on the

formative or summative task and determine what they did well on and what their next steps

would be. Self-assessment provides time for students to process and learn. Reflecting on their

learning helps students articulate the language of assessment. When parents or others view the

evidence and reflections the students have made and listen to students talk about their learning,

they gain insights into what has been learned in the classroom and what still needs to be

learned. Showing collections of evidence to parents helps demystify the learning process and

provides the information they need to be partners in assessment.

STOP THE RECORDING. Say: “What did the speakers say?”

CIRCLE the candidate’s responses. Use the question prompts if necessary. DO NOT MODIFY THE QUESTIONS OR PROVIDE MORE INFORMATION.

62

X 1. Portfolios are collections of student work.

(How does the speaker define portfolios?)

X 2. Students can use portfolios to explain what they have learned.

(According to the teacher, how can students use portfolios?)

X 3. Students can show portfolios to parents and family.

(According to the teacher, to whom can the students show their portfolios?)

X 4. Students collect evidence for portfolios.

(According to the teacher, who collects the evidence for portfolios?)

X 5. Students collect samples of work at different stages.

(According to the teacher, what is included in a portfolio?)

X 6. The student uses a graphic organizer for writing.

(What strategy does the student use in his writing?)

X 7. The student sometimes forgets to indent his paragraphs.

(What problem does the student have?)

X 8. Students use checklists to check their progress.

(According to the teacher, what can students use to check their progress?)

X 9. Students can participate in the assessment process.

(According to the teacher, why are portfolios useful?)

X 10. Portfolios take away the mystery in the learning process.

(According to the teacher, what is another benefit of portfolios?)

TASK 2 TOTAL CORRECT RESPONSES: _____ COPY THE SCORE FOR TASK 2 ON THE CANDIDATE’S SCORE RECORD.

63

CANDIDATE’S SCORE RECORD: LISTENING TEST Candidate: __________________________________

TOTAL FOR TASK 1 AUDIO RECORDING: _____ + TOTAL FOR TASK 2 VIDEO RECORDING: _____

= TOTAL LISTENING SCORE: _____


LISTENING TEST RESULT: PASS / DO NOT PASS

LISTENING PROFICIENCY LEVEL:

Benchmark Conversion Grid for Listening

Total Score

Proficiency Level

Listening Benchmark

Pass / Do not pass

10 to 12

Developing Intermediate

Proficiency

Benchmark 6

Do not pass

13 to 15

Adequate Intermediate

Proficiency

Benchmark 7

Do not pass

16 to 20

Fluent Intermediate

Proficiency

Benchmark 8

Pass

64



SPEAKING TEST

IMPORTANT:


Test Date: _________________________________________________

Candidate’s Name: ________________________________________________


65


The purpose of this Speaking Test is to assess your ability to communicate orally in school settings.

Read or listen to instructions carefully.

This test contains 1 task: Conducting an Intake Interview Answer Type: Asking questions and recording responses

66

INSTRUCTIONS FOR THE SPEAKING TEST

CONDUCTING AN INTAKE INTERVIEW

You will participate in a role-play of an intake interview with the parent of a

new student at the school.

Your role is the Educational Assistant.

The interlocutor will act as the parent, Mrs. Marianne Gates

ISSUE:

Mrs. Gates and her family have recently moved to Niagara Falls. She wants to

enrol her son, Ben, at the school. Ben has special needs, so the vice-principal has

asked you to conduct the pre-enrolment interview with Mrs. Gates. Your task is

to ask appropriate questions to collect information about the new student and his

needs.

Use the information on the intake form on the following page to guide the

interview.

67

FORESTVIEW SCHOOL PRE-ENROLMENT FORM

STUDENT

Name: _______________________________________________________________________

M: _____F: _____ Birthdate: __________________________________________________

EMERGENCY CONTACT Name: _____________________________________________________

Home phone number: ________________________ Work phone: ______________________

Relationship: __________________________ Permission to release: Yes / No

PARENT ____ / GUARDIAN____ (Check one)

Mother’s / Guardian’s Name: _____________________________________________________


Address: __________________________________________________

City: _________________________________________ Postal code: ________________

Father’s/ Guardian’s Name: _______________________________________________________


Address: __________________________________________________

City: _________________________________________ Postal code: ________________

68

MEDICAL INFORMATION Name of family doctor: _____________________________ Phone number: _______________

Health Card #: ________________________________________

Medical information/allergies: ____________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

PREVIOUS SCHOOL HISTORY:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

PARENT / GUARDIAN CONCERNS:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

69

FOR THE INTERLOCUTOR

The information below outlines your role in the role-play scenario for the Speaking Test.

The candidate will play the role of the educational assistant at the school where you want

to enrol your child. Your child has special needs and was on an Individual Learning Plan

(IEP) at his previous school.

When the candidate/EA asks you questions, use the information provided below to answer.

Child’s Name: Ben Gates

Age: 8 Date of birth: June 12, 2005

Place of birth: Niagara Falls, Ontario First language: English

EMERGENCY CONTACT: Bob Gates (Grandfather)

Home phone #: 905-555-4321

Cell #: 289-485-0558 (You give permission to for Ben to be released

to Bob Gates at any time.)

PARENT/GUARDIAN INFORMATION

Father: Will Gates Mother: Marianne Gates Home Address: 14 January Drive Niagara Falls ON L2H 2W6 Home phone #: 905-555-5656

Mother’s cell #: 289-474-3664 Father’s work #: 905-656-4987

Father’s cell #: 289-969-4395

CHILD’S MEDICAL INFORMATION

Health Card #: 727 978 246 Allergies: Nuts (severe) / wheat (mild) / cat dander – Needs an Epipen for nut allergy Vision: no vision problems Hearing: no hearing problems Major illnesses: None

Food restrictions: Ben should not eat or be in close proximity to any food containing nut

products. He has a severe anaphylactic reaction to nuts and foods containing nuts. Doctor’s Contact Info: Dr. Kevin Grant, 4478 Main Street #1009 Niagara Falls, ON Office telephone #: 905-555-8499

Special Needs

ADHD – takes Ritalin daily

Anger control problems – behavioural modifications on IEP Functioning at Grade 1 level in literacy and numeracy

Being investigated for Pervasive Development Disorder / Asperger Syndrome Parent Concerns: Problems interacting with other children / angry outbursts / control issues / food allergies

70

FOR THE ASSESSOR

SCORING BANDS FOR SPEAKING TEST

Criteria

Band 1

Band 2

Band 3

Vocabulary

some variety or depth

little complexity

some variety & depth

some complexity

variety & depth complex

Pronunciation

slight control of rhythm, intonation

some variety of expression

some linking some critical and

non-critical errors

mostly controlled rhythm, intonation

varied expression regular linking some non-critical

sound errors

controlled rhythm/intonation

vibrant expression natural linking clear sound

distinctions

Fluency

some pausing limited to familiar

topics emerging comfort

with rapport demonstrates some

difficulty maintaining flow of interaction

shows some awareness of level of formality

very little pausing some elaboration

on unfamiliar topics

emerging fluency with rapport

demonstrates some control of interaction

adapts adequately to formality of setting

no pausing elaboration on

unfamiliar topics fluent rapport demonstrates good

control of interaction adapts well to level of

formality of setting

Grammar

some critical errors short simple

sentences

no critical errors some variety of

sentence complexity

no uncritical or critical errors

variety of sentence complexity

(Adapted from A. Macgregor, 2009)

Benchmark Conversion Grid for Speaking Bands

Total Score

Proficency Level

Benchmark

Pass / Do not pass

1


6

Do not pass

2

Adequate Intermediate Proficiency

7

Do not pass

3


8

Pass

71

CANDIDATE’S SCORE RECORD: SPEAKING TEST Candidate: __________________________________ SPEAKING BAND:


SPEAKING TEST RESULT: PASS / DO NOT PASS

SPEAKING PROFICIENCY LEVEL:

72



WRITING TEST

IMPORTANT:


Test Date: _________________________________________________

Candidate’s Name: _________________________________________________


73


The purpose of this Writing Test is to assess your ability to write a short email messages and informal report in letter format.

You have ONE HOUR to complete the test.

Read all instructions carefully.

This test contains 2 tasks:

Task 1: Writing an email message requesting information

Answer Type: Written response using an email format

Task 2: Writing a 350-word (minimum) informal report in letter format

based on a pre-enrolment interview

Answer Type: Written response using letter format in an informal report

74

TASK 1: WRITING AN EMAIL MESSAGE

This part of the test will assess your ability to write an email message to request information.

INSTRUCTIONS FOR TASK 1:

You are an educational assistant who works at Forestview School in Niagara

Falls.

You are responsible for assisting Josh P., a Grade 2 student who is on an IEP.

The student has Attention Deficit Disorder and needs support with behaviour.

Wendy Hounsham is the supervisor for Educational Resources at the board

office.

Write an email message requesting information about strategies you can use

with Josh P.

Use the template on the following page to write your message.

75

TASK 1: WRITING AN EMAIL MESSAGE

To: CC:

From: BCC:

Subject:

76

TASK 2: WRITING AN INFORMAL REPORT USING LETTER FORMAT

This part of the test will assess your ability to write a 350-word (minimum) informal report in letter format that summarizes information from a pre- enrolment interview.

INSTRUCTIONS FOR TASK 2:

You are an educational assistant at Forestview School.

You recently interviewed the parent of a new student at the school.

The information is in the interview form on the next page.

Write a short information report based on this information.

Your audience is Jenn Dewey, the educational resource teacher at Forestview

School.

Use the informal report template to write your response.

Your response should be at least 350 words in length.

77

TASK 2: WRITING AN INFORMAL REPORT USING LETTER FORMAT

INSTRUCTIONS:

Use the information in this table to write your informal report in letter format.

Interview Form

Student: Mark Jones Birthdate: December 12, 2005

Parent/Guardian: Brenda Jones

Address: 6271 Clare Crescent Niagara Falls ON

Home phone: 905-555-1212 Work phone: 905-555-1234

Exceptionality: Blind from birth (retrolental fibroplasia)

Placement at previous school:

- regular Grade 2 classroom

Areas of Strength (from OSR previous school)

- Mobility - Willingness to participate in class - Memory - Numeration - IQ 110 (verbal) 105 (nonverbal)

Areas of Need (from OSR previous school)

- Instruction in Braille - Social skills

- Behaviour control - Maintaining attention

IEP Adaptations

- Braille materials - One-on-one instruction from ERT- Braille instruction - Full-day assistance from EA

Parent Concerns

- safety issues at school - acceptance by classmates

- field trips – bus transportation

78

INSTRUCTIONS:

Use the template below to write your informal report in letter format.

Your letter should be at least 350 words long.

TO:

FROM:

DATE:

RE:

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

79

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

80

FOR THE ASSESSOR

Scoring Bands for Writing Test Task 1: Writing an Email Message (Adapted from CLB)

Band 1 Band 2 Band 3 The writer produces

sufficient discourse to meet the task requirements.

The message does not contain an appropriate introduction and / or conclusion.

There are some gaps in the logic of the message.

The writer demonstrates good control of simple grammatical structures.

The writer demonstrates some control of spelling and punctuation with several errors.

The writer produces sufficient discourse to meet the task requirements.

The message is introduced and concluded.

The message is generally organized.

The writer demonstrates some control of complex grammatical structures.

The writer uses appropriate vocabulary.

The writer demonstrates some control of spelling and punctuation.

The writer produces sufficient discourse to meet the task requirements.

The message is appropriately introduced and concluded.

The message is organized logically.

The tone of the message is professional.

The writer demonstrates good control of complex grammatical structures.

The writer demonstrates the ability to use some advanced vocabulary.

The writer demonstrates good control of spelling and punctuation.

Scoring Bands for Writing Task 2: Writing an Informal Report (Adapted from CLB)

Band 1 Band 2 Band 3 The writer may not fully

address the purpose of the task but expresses ideas well.

The report is introduced and concluded.

There are some problems with organization of material.

The writer includes support for a limited number of main ideas.

The writer does not demonstrate an adequate sense of audience.

The writer demonstrates developing control of complex structures.

The writer has some control of spelling and mechanics with several errors.

The writer produces

sufficient discourse to meet the task requirements.

The report is introduced and concluded.

The writer organizes material in an acceptable manner.

Some main ideas are adequately supported.

The writer demonstrates some sense of audience.

The writer demonstrates some control of complex structures.

The writer has some control of spelling and mechanics.

The writer follows a standard format for reports with a few errors.

The writer uses some

The writer produces

sufficient discourse that meets the task requirements.

The report is appropriately introduced and concluded.

The writing is well-organized.

The main ideas are clearly stated and well-supported.

The writer demonstrates an appropriate sense of audience.

The writer demonstrates good control of complex structures.

The writer has good control of spelling and mechanics.

The writer consistently follows a standard format for reports.

81

The writer does not follow a standard format for reports.

The writer does not use vocabulary related to education.

vocabulary related to education.

The writer uses a range of vocabulary specific to the field of education.

Benchmark Conversion Grid for Writing Bands

Total Score

Proficiency Level

Benchmark

Pass / Do not pass

1


6

Do not pass

2 Adequate Intermediate Proficiency

7

Do not pass

3


8

Pass

CANDIDATE’S SCORE RECORD: WRITING TEST Candidate: __________________________________ WRITING BAND FOR TASK 1: WRITING BAND FOR TASK 2: NOTE: The candidate must score at Band 3 for Task 1 and Task 2 to pass.


WRITING TEST RESULT: PASS / DO NOT PASS

WRITING PROFICIENCY LEVEL:

82



Candidate Score Report

Candidate’s Name: _________________________________

Test Centre: Niagara College, Niagara-on-the-Lake, Ontario

Date: ______________________________________

Assessor: ___________________________________

83

TEST OBJECTIVE:

The objective of the English Proficiency Test for Educational Assistants (Occupation-Specific

Language Training Program) is to assess the educational assistant’s current level of proficiency

in four key areas that are essential for effective communication in the school setting.

CRITERIA FOR SUCCESS:

To be granted an overall ‘Pass’ on the English Proficiency Test for Educational Assistants, the

candidate must achieve a Canadian Language Benchmark score of 8 on all four tests. If the

candidate does not achieve this score, he or she may retake the test after successfully repeating

the Occupation-Specific Language Training for the Human Services program.

FINAL CANDIDATE SCORE RECORD

TEST

PASS / NO PASS

BENCHMARK

SCORE

PROFICIENCY

LEVEL

Reading

Listening

Speaking

Writing

ASSESSOR’S COMMENTS AND SUGGESTIONS:

Please consult the attached Proficiency Level tables for a detailed profile of the

candidate’s current level of proficiency.

84

DESCRIPTORS FOR READING PROFICIENCY LEVELS

(Canadian Language Benchmarks: English as a second language for adults, 2012, p. 86)

CLB 6 DEVELOPING

INTERMEDIATE ABILITY

NO PASS

The reader can understand an adequate range of moderately complex texts in predictable, practical, and relevant social,

educational, and work-related situations. The text is mostly concrete, factual, and descriptive with mostly

common and some subtract or specialized vocabulary and occasional idioms. The text is occasionally supported by visuals.

The text is relatively short and contains moderately demanding contexts.

The reader identifies purpose, main ideas, specific factual details, and some implied meanings. Finds specific, detailed information

for comparing and contrasting.

Comprehension is based on a developing understanding of complex sentences and structures. The reader identifies an expanding range of different styles and registers.

CLB 7 ADEQUATE


NO PASS

The reader can understand an expanding range of moderately

complex texts in less predictable but relevant social, educational, and work-related situations.

The text is factual, descriptive or argumentative with opinions, explicit and implied meanings. The text contains concrete,

abstract or specialized vocabulary, and some idioms. The text is moderate in length and contains moderately demanding contexts.

The reader identifies purpose, main ideas, specific details, and many implied meanings. The reader finds, integrates, compares, and contrasts information.

Comprehension is based on a developing understanding of an increasing range of complex sentences and structures. Identifies a range of different styles and registers.

CLB 8

FLUENT INTERMEDIATE ABILITY

PASS

The reader can understand most moderately complex texts in less predictable but relevant social, educational, and work-related situations.

The text is factual, descriptive, or argumentative; with opinions, explicit and implied meanings. The text has a range of concrete, abstract and specialized vocabulary and idiomatic language. The text is moderate in length and contains moderately demanding contexts.

The reader identifies purpose, main ideas, specific details and implied meanings as well as mood, register, attitude and register.

The read finds, integrates, compares, contrasts, and analyzes information. Comprehension is based on an understanding of an

adequate range of complex sentences and structures. The reader identifies a wide range of different styles and registers.

85

DESCRIPTORS FOR LISTENING PROFICIENCY LEVELS


CLB 6

DEVELOPING INTERMEDIATE

ABILITY

NO PASS

The listener can understand most moderately complex formal and informal communication, including some abstract concepts and ideas related to life experience. The communication is spoken clearly at a slow to normal rate, face-to-face, on the phone or via digital media (one-on-one or in small groups). The communication is related to relevant topics and life experience. The communication is moderate in length and in moderately demanding contexts.

The listener understands overall meaning or intent and understands main ideas, supporting details, and implied meanings. The listener understands language that is generally concrete and includes some abstract elements and a range of common vocabulary. The listener recognizes meaning based on a developing understanding of complex sentences and structures. The listener recognizes some registers and understands common idiomatic language. The listener may require repetition. The listener can comprehend on the phone when the context and topic are relevant and familiar.

CLB 7

ADEQUATE INTERMEDIATE

ABILITY

NO PASS

The listener can understand most moderately complex formal and informal communication, including some abstract concepts and ideas related to general knowledge and life experience. The communication is spoken clearly at a normal rate, face-to-face, on the phone or via digital media (one-on-one or in small groups). The communication is related to relevant topics, general knowledge and life experience. The communication is moderate in length and in moderately demanding contexts.

The listener understands overall meaning or intent and understands main ideas, supporting details, and implied meanings. The listener understands language that is concrete or abstract and sometimes specialized, with an expanded range of vocabulary. The listener recognizes meaning based on an understanding of an increasing range of complex sentences and structures. The listener recognizes an expanding range of registers and styles and understands an expanding range of common idiomatic language. The listener can follow most moderately complex phone interactions. The listener has difficulty following faster conversations.

CLB 8

FLUENT INTERMEDIATE

ABILITY

PASS

The listener can understand most moderately complex formal and informal communication, including abstract concepts and ideas related to general knowledge, life experience and specialized or work-related situations. The communication is spoken clearly at a normal rate, face-to-face, on the phone or via digital media (one-on-one, with multiple speakers or in small groups). The communication is related to general knowledge, life experience and specialized or technical matters. The communication is moderate in length and in moderately demanding contexts. The listener understands overall meaning or intent and understands main ideas, even when not explicitly stated, supporting details, and implied meanings.

The listener understands language that is concrete or abstract and conceptual, with an expanded range of vocabulary. The listener recognizes meaning based on an understanding of an adequate range of complex sentences and structures. The listener recognizes an expanded range of registers and styles and understands an expanded range common idiomatic language. The listener can follow moderately complex phone interactions. The listener has difficulty following faster colloquial or idiomatic conversations.

86

DESCRIPTORS FOR SPEAKING PROFICIENCY LEVELS


CLB 6 DEVELOPING


NO PASS

The speaker can communicate with some confidence in routine social situations, and present concrete information in some detail about familiar topics of personal relevance.

The communication is face-to-face, on the phone, or via digital media. The communication is informal to somewhat formal in small familiar groups and in moderately demanding contexts.

The speaker shows clear evidence of connected discourse. The speaker is reasonably fluent for some moderately demanding contexts and speech rate is slow to normal with a few hesitations.

The speaker uses a range of everyday vocabulary, which may include some idioms and a few common cultural references. The speaker uses some variety of grammatical structures, with developing control of more complex structures. Grammar, vocabulary, and pronunciation difficulties may sometimes impede communication. The speaker demonstrates developing use of appropriate non-verbal cues and signals and adapts speech to reflect some degrees of formality appropriate to the group.

CLB 7

ADEQUATE


NO PASS

The speaker can communicate with some confidence in many daily routine social, educational, and work situations, and present concrete and some abstract information on an expanding range of familiar topics.

The communication is face-to-face, on the phone, or via digital media. The communication is informal to formal and in somewhat familiar groups and in moderately demanding contexts. The speaker shows clear evidence of connected discourse and is reasonably fluent for moderately demanding contexts. Speech rate is slow to normal with few hesitations. The speaker uses an expanding range of concrete and idiomatic language, which may include some common cultural references.

The speaker uses an increasing variety of grammatical structures, with developing control of complex structures. Grammar, vocabulary and pronunciation difficulties may occasionally impede communication. The speaker demonstrates adequate use of appropriate non-verbal cues and signals and adapts speech style and register to different audiences and situations.

CLB 8

FLUENT INTERMEDIATE

ABILITY

PASS

The speaker can communicate with confidence in most daily routine social, educational, and work situations, and present concrete and some abstract information on an expanded range of familiar topics.

The communication is face-to-face, on the phone, or via digital media. The communication is informal to formal and in unfamiliar groups and in moderately demanding contexts. The speaker shows clear evidence of connected discourse and is fluent for moderately demanding contexts. Speech rate is at a normal rate.

The speaker uses an expanded range of concrete and idiomatic language, which may include some common cultural references. The speaker uses an adequate variety of grammatical structures, with adequate control of complex structures. Grammar, vocabulary and pronunciation difficulties seldom impede communication. The speaker demonstrates good use of appropriate non-verbal cues and signals and adapts speech style and register to a range of audiences and situations.

87

DESCRIPTORS FOR WRITING PROFICIENCY LEVELS

CLB 6 DEVELOPING


NO PASS

The writer can write short, moderately complex descriptions, narrations and communications about familiar, concrete topics relevant to personal interests and experience.

The communication is on a familiar and personally relevant topic intended for a familiar audience. The communication is relatively short and is in moderately demanding contexts.

The writer uses adequate paragraph structure with clearly expressed main ideas and some supporting details. The writer demonstrates appropriate use of connective words and phrases and a good range of vocabulary for simple everyday tasks.

The writer has good control of simple structures and shows developing control of complex structures. The writer has adequate control of spelling, punctuation, and format.

The writer uses some awkward-sounding phrases and word combinations, and content and language are sometimes not appropriate for the audience.

The writer uses a limited range of natural idiomatic language, cultural references and figures of speech appropriate to the context.

The writer is able to communicate an increasing range of moderately complex messages.

CLB 7

ADEQUATE


NO PASS

The writer can write clear, moderately complex texts on familiar concrete topics within predictable, practical, and relevant contexts of daily social, educational, and work-related life experience.

The communication is on a familiar and personally relevant topic intended for a clearly defined audience. The communication is moderate in length and is in moderately demanding contexts.

The writer uses good paragraph structure with clearly expressed main ideas and adequate supporting details. Paragraphs are developed and joined appropriately to form a coherent text. Text contains an introduction, development of ideas and conclusion.

The writer uses a good range of vocabulary for moderately complex texts.

The writer has adequate control of complex structures and good control of spelling, punctuation and format.

Content and language, including register, are mostly appropriate for the audience. The writer uses a range of natural idiomatic language, cultural references and

figures of speech appropriately.

The writer is able to communicate most moderately complex messages.

CLB 8

FLUENT INTERMEDIATE

ABILITY

PASS

The writer can write clear, moderately complex texts on familiar concrete and some abstract topics within predictable, practical, and relevant contexts of daily social, educational, and work-related life experience.

The communication is on a familiar and personally relevant topic intended for a familiar or clearly defined audience. The communication is moderate in length and is in moderately demanding contexts.

The writer uses good paragraph structure with clearly expressed main ideas and good supporting details. Paragraphs are developed and joined appropriately to form a coherent text. Text contains an introduction, development of ideas and conclusion.

88

(Canadian Language Benchmarks: English as a Second Language for Adults, 2012, p. 122)

The writer uses a very good range of vocabulary for moderately complex texts.

The writer has good control of complex structures and good control of spelling, punctuation and format.

Content and language, including register and variety, are appropriate for the audience.

The writer uses an expanded range of natural idiomatic language, cultural references and figures of speech appropriately.

The writer is able to communicate moderately complex messages.

89

References

Buck, G. (2011). Assessing listening. Cambridge: Cambridge University Press.

Centre for Canadian Language Benchmarks. (2013). Theoretical framework for the Canadian

Language Benchmarks and Niveaux de competence linguistique canadiens.

Retrieved from

http://www.language.ca/index.cfm?Voir=sections&Id=17359&M=4038&Repertoire_No

=2137991327

Centre for Canadian Language Benchmarks. (2012). Canadian Language Benchmarks: English

as a second language for adults. Retrieved from

http://www.language.ca/index.cfm?Voir=sections&Id=17355&M=4038&Repertoire_No

=2137991327

Cervatiuc, A. (n.d.). Assignments. Retrieved from http://blackboard.ucalgary.ca/webapps

Colleges Ontario. (2007). Language skills for the workplace: Developing a framework for

college delivery of occupation-specific language training in Ontario. Retrieved from

http://co-oslt.org/en/background-information

Curriculum Services Canada. (2013). Webcasts for educators: Student achievement division.

Retrieved from http://curriculum.org/secretariat/studentled/index.shtml

http://www.language.ca/index.cfm?Voir=sections&Id=17359&M=4038&Repertoire_No=2137991327




http://blackboard.ucalgary.ca/webapps

http://co-/

http://curriculum.org/secretariat/studentled/index.shtml

90

Douglas, D. (2002). Assessing languages for specific purposes. New York: Cambridge

University Press.

Hutchinson, N. (2004). Teaching exceptional children and adolescents: A Canadian casebook.

Toronto: Pearson.

Hutchinson, N. (2007). Inclusion of exceptional learners in Canadian schools. Toronto:

Pearson.

Luoma, S. (2004). Assessing speaking. Cambridge: Cambridge University Press.

Ontario Ministry of Education. (2013). IEP resource guide. Retrieved from

https://www.iep.edu.gov.on.ca/IEPWeb/login.jsp

Ontario Ministry of Education. (2013). Individual education plans: Standards for development,

program planning, and implementation 2000. Retrieved from

http://www.edu.gov.on.ca/eng/general/elemsec/speced/iep/iep.html

https://www.iep.edu.gov.on.ca/IEPWeb/login.jsp

http://www.edu.gov.on.ca/eng/general/elemsec/speced/iep/iep.html

Documents

ENGLISH PROFICIENCY TEST FOR EDUCATIONAL ASSISTANTSaliyemarielosier.weebly.com/uploads/3/0/8/8/30883071/... · 2018-09-10 · 1.5 Retaking the test 1.6 Personnel 1.7 Research / Rationale