English as a Second Language

Appendix: Sample Assessment Tools

Genre Analysis (for Assessing Writing)

Observing and analyzing writing provides key insights into what the student knows about language use and is able to apply independently. It can enable teachers to assess the student's grasp of the mechanics of writing and ability to use language for different purposes. Like reading, writing is a complex cognitive process that is affected by many variables, including the student's:

  • repertoire of critical thinking and communication strategies
  • language knowledge
  • knowledge of the subject about which she or he is writing
  • writing purpose.

When analyzing writing and planning further instruction, these variables need to be taken into account.

The Ministry of Education's Writing Reference Set, Evaluating Writing Across Curriculum (RB0020 & RB0021) describes writing as a multi-faceted process. In addition to being familiar with the mechanics of writing, it is important that students be able to create meaning and demonstrate increasing command of form and style. Analysis of students' writing should accordingly examine all elements of a student's written language use, not just the surface features.

The following table10 highlights differences in the various genres that teachers might wish to take into account when assessing the written work of ESL students. Knowing how to write in one form or genre, does not mean a student has control in others.

Narrative
Contexts (Examples of Purposes and Audience)
Forms
Language Features

English -- Write a story, fable, myth, fairy tale, poem, or play

History -- A historical biography

Purpose: to entertain

Focus: sequential specific events

Framework:
· orientation
· initiating events
· complications/problems
· resolution (may be repeated
in episodes)

· defined characters

· descriptive language

· dialogue

· usually past tense

Recount

English -- Newspaper account, letters, or journals

Social Studies -- Diary of Captain Cook

Mathematics -- How I solved the problem

Health -- Record of exercises and food for the day

Science -- Recount of chickens hatching

Purpose: to retell events

Focus: sequential specific events

Framework:
· orientation
· events in time-order
· re-orientation (optional)
· evaluation (optional)

· specific participants

· linking words to do with time (e.g., later, after, before)

· action verbs

· simple past tense

Procedure

English -- An instruction manual

Social Studies -- How to read a map

Mathematics -- How to find the perimeter using concrete material

Health -- Recipe for health cookies

Science -- Writing up an experiment

Purpose: to deal with the way to do things

Focus: sequential general events

Framework:
· goal
· materials
· method
· evaluation (optional)

· detailed factual description

· reader referred to in a general way or not mentioned at all (e.g., draw a line)

· linking words to do with time (e.g., after, when, as soon as)

· tense is timeless

Report

English -- Write a report on life in the 1920s after reading My Place

Social Studies -- A report on deserts

Health -- A report on heart disease

Science -- A report on birds

Purpose: to classify and describe a class of things

Focus: general things

Framework:
· generalization/
classification
· description
· summary (optional)

· generalized participants

· impersonal objective language

· timeless present tense

· subject-specific vocabulary

Explanation

Social Studies -- Explain how soil erosion occurs

-- Explain how seasons occur

Health -- Explain digestion

Science -- Explain how rain forms

Purpose: to explain phenomena

Focus: general processes

Framework:
· phenomenon
· explanation sequence

· generalized non-human participants

· cause and effect relationships

· some passives (e.g., is driven by ...)

· timeless present tense (e.g., soil is deposited ...)

Exposition

English -- Does television promote crime in our community?

Social Studies -- Do you think punishment for crimes in our society is appropriate?

Health -- Smokingis it dangerous?

Science -- Electricity and magnetism are closely related

Purpose: to argue or persuade

Focus: a thesis presented from a particular point of view

Framework:
· thesis
· argument
· reiteration

· generalized participants

· passives to help text structure

· linking words associated with reasoning (e.g., therefore)

· nominalization--actions become things (e.g., to pollute becomes pollution)

Elementary (Primary) Written Language Matrix

School District No. 38 (Richmond)

SUPPORT LEVEL 1 2 3 4 5
Vocabulary · limited vocabulary · vocabulary expanding but still limited · some descriptive language used · vocabulary more advanced Considerations for Supporting Level 5

Even at this advanced stage of languages development, students still require language support. There are contributing factors that need to be considered, such as variations in:
· background knowledge
· experiences with using precise vocabulary
· exposure to literature and genres
Content & Organization

· focusses on one idea

· can be a collection of unrelated ideas

· writes concrete descriptions

· some descriptive language used

· personal experiences

· sentences around one idea

· developing elements of story

· connections in story, uses connecting words

· re-telling of a personal experience (not necessarily in order)

· beginning, middle, end

· may contain some or all of the following: setting, characters, problem, events, solution

· many descriptive details

· re-telling in chronological order

Verbs · not an issue at this level · limited use of tense · subject/verb agreement · variety of tenses
Sentence Structure · single words and phrases

· mostly simple sentences

· simple learned patterns

· minor errors in syntax (word order in sentence)

· some compound and complex sentences

· correct syntax

· semantic errors do not affect meaning

Form · draws pictures

· labels pictures

· emergent spelling

· emergent spelling continues · periods and capital letters correctly most of the time

· some spelling errors

· appropriate capitalization and basic punctuation

· very few spelling errors in common words

Elementary (Intermediate) Written Language Matrix

School District No. 38 (Richmond)

SUPPORT LEVEL 1 2 3 4 5
Vocabulary · very little vocabulary

· usually limited to topics of personal information

· simple words to convey an idea

· vocabulary expanding but still limited

· some descriptive language

· some specialized vocabulary but makes incorrect word choices

· some idiomatic forms

· more advanced expressions with accuracy

· more idiomatic forms

Considerations for Supporting Level 5

Even at this advanced stage of languages development students still require language support. There are contributing factors that need to be considered such as variations in:
· background knowledge
· experiences with using precise vocabulary
· exposure to literature and genres
· culture

Content & Organization · focusses on one idea

· can be a collection of unrelated ideas

· simple sentences

· beginning to organize paragraphs

· loosely organized

· starting to use topic sentence/body/conclusion

· main idea clear but lack supporting ideas

· ideas clearly stated and supported

· usually paragraph organizational (topic sentence/body/conclusion)

· drafts and re-drafts (self-corrects)

Verbs · very limited use of verb tense

· many agreement errors

· tense errors obscure meaning

· limited use of tense

· agreement errors

· frequent subject verb agreement

· awareness of simple tenses (past, present, future)

· difficulty with irregular verbs

· wide variety of tenses
Sentence Structure · words missing

· ranges from non-sentences to simple sentences, but patterns not established (s/v/obj)

· meaning difficult or obscure

· short sentences with patterns developing

· beginning to use connectors (and/or/but)

· words still missing (i.e. prepositions)

· complex sentences

· connectors

· meaning not always clear on the first reading

· minor errors in syntax

· complex sentences with some errors

· appropriate prepositions
Form · writing may be dominated by spelling errors

· little or no understanding of punctuation and/or capitalization

· may have frequent spelling errors

· awareness of writing conventions (e.g., punctuation & capitalization)

· run-ons and sentence fragments

· some errors in spelling

· basic punctuation is usually correct

· appropriate punctuation and capitalization

Secondary Written Language Matrix

School District No. 38 (Richmond)

SUPPORT LEVEL 1 2 3 4 5
Vocabulary & Idiomatic Forms (expressions & two-word verbs) · very little vocabulary

· usually limited to topics of personal information

· very limited English (essentially translation)

· uses simple words to convey an idea

· limited range

· uses some specialized vocabulary but makes incorrect word choices

· beginning to use idiomatic forms, but often incorrectly

· use of vocabulary approaching that of L1 in context-embedded compositions

· starting to use idiomatic forms correctly

· is able to use specialized academic vocabulary

· has mastered a limited number of idiomatic forms

Organization & Development of Paragraphs and Essays · no organization or development

· not enough to evaluate

· considerable effort required (on part of teacher) to comprehend

· lacks logical sequencing

· little development of topic

· few main points

· inadequate detail

· loosely organized

· starting to use North American paragraph organization style (topic sentence/body/conclusion)

· main ideas clear but lack supporting ideas

· learning to clearly state and support ideas

· employs paragraph organization (topic sentence/body/conclusion)

· becoming confident in expository essay style

· ideas clearly stated and supported

· can usually choose an effective organization style for the topic

Verbs (including gerunds/ infinitives) · very limited use of verb tense

· many agreement errors

· tense errors obscure meaning

· limited use of tense

· mistakes in agreement make comprehension difficult

· simple present/present continuous/past/future used

· over-generalizations with regular/irregular verbs in past tense

· problems in tense consistency may obscure meaning

· modals/present perfect/past perfect attempted with many errors

· gerunds/infinitives used inconsistently

· still makes verb agreement errors

· uses a wider variety of tenses/gerunds/infinitives often correctly

· still makes occasional verb errors

· becoming more spontaneous in use of complex verb forms
Sentence Structure · words missing

· ranges from non-sentences to simple sentences, but patterns not established (s/v/obj)

· meaning is obscure or difficult to grasp

· short sentences with sentence patterns developing

· use of coordination (and/or/but), but little use of subordination (because/after/when)

· words still missing, especially prepositions, articles

· meaning not always clear because of frequent errors

· using complex sentences, but with frequent errors

· using subordination (because/although/etc.), but often incorrectly

· meaning is not always clear on the first reading

· using complex sentences with some errors

· uses more subordinate forms correctly

· meaning is occasionally obscured

· uses more complex sentences with fewer structural errors

· word meanings not obscured

Form · writing is dominated by spelling errors

· little or no attempt at punctuation and/or capitalization

· not enough work to evaluate

· frequent spelling errors

· punctuation and capitalization errors

· difficulty recognizing sentence boundaries (run-ons and sentence fragments)

· beginning to use articles, with frequent errors

· errors often make meaning unclear

· some errors in spelling

· basic punctuation is usually correct

· usually recognizes sentence boundaries

· inconsistent use of articles and prepositions

· very few spelling errors in common words

· uses all types of punctuation

· articles usually used correctly

· spelling and punctuation matches that of L1 writers

· occasional misuse of articles and prepositions

Secondary ESL Levels 1 & 2 Benchmarks (Written Language Matrix)

Burnaby South Secondary School

  Content Organization Vocabulary Language Use Mechanics
LEVEL ONE LOW · Content is minimal to skimpy

· None

· uses some specialized vocabulary but makes incorrect word choices · Limited vocabulary

· Majority of words are content words

· Some function words (but, and, because, etc.)

· Word level only

· Using telegraphic language

· Beginning to use simple sentences-subject and verb are present

· Recognition of past and present tenses but are being used randomly

· Language structure impedes understanding

· No capitalization or punctuation

· Random use of commas

LEVEL ONE MIDDLE · Showing signs of developing main idea · Beginning to recognize that some organization is required to complete the assignment correctly · Meaning and ideas are expressed in longer sentences · Are differentiating between and using the three simple verb tenses but with frequent errors · Rudimentary punctuation is apparent--periods, commas, quotation marks
LEVEL ONE HIGH

· Is able to support main idea by using details and examples at the paragraph level

· Beginning to show essay development including introduction and conclusion · Attempting to use simple transitional phrases: for example, on the other hand,etc.

· Beginning to use appropriate word forms

· More consistent usage of simple verb senses

· Attempting to use clauses and conditional tenses

· Mastery of basic mechanics

LEVEL TWO LOW · Beginning to show the use of generalization to support statements · Recognize five paragraph essay structure

· Can stay on one topic throughout several paragraphs

· Beginning to gain more control over correct word forms · Writing includes a variety of simple compound, and complex sentence structures

· Attempting more complex verb tenses

 
LEVEL TWO MIDDLE · Showing cause and effect relationships

· Language begins to allow for full range of thought

· Using a clearly focussed thesis paragraph to introduce composition · Consistently using correct word forms · Are able to manipulate a variety of language structures to express complex ideas effectively and consistently

· Able to recognize and appropriately use the third person point of view

 
LEVEL TWO HIGH · Language proficiency more closely matches cognitive level

· Are differentiating between conversational English and written academic English

· Confidence in language ability allows students to attempt sophisticated writing

· Demonstrates an understanding and ability to write in the five paragraph essay structure · Are consistently using transitional linking words and phrases: therefore, however, in order to, in conclusion, moreover, consequently, etc.

· The attempt to use more sophisticated language affects correct word formations

   

Characteristics of Students' Reading/Writing Skills11

(What they Indicate about Proficiency Level)

Date:
Student name:
Age:
Grade:
Length of time in Canada:
Length of time at                       school:
Teacher(s):
First language or languages other than English:
FOCUS
Emerging
Beginning
Developing
Expanding
Proficient
Independent
Fluent
READING · listens to read-alouds

· can repeat

· recognizes sound-symbol relationships

· can do choral reading

· can retell simple texts

· uses some phonics and/or other decoding skills

· can retell a complete story beginning, middle, end

· recognizes plot, character, and events

· can read independently

· can read aloud

· can "read between the lines" (i.e., draw appropriate inferences)

· reads independently

· relates reading to personal experience

· uses a variety of reading strategies

· recognizes literary elements and genres

· reads for enjoyment

· reads and completes a wide variety of texts

· responds personally and critically to texts

· matches a wide variety of reading strategies to purpose

 
WRITING · uses single words, pictures, and patterned phrases

· copies from a model

· exhibits little awareness of spelling, capitalization, or punctuation

· writes predominantly phrases and patterned or simple sentences

· uses limited or repetitious vocabulary

· uses temporary (phonetic) spelling

· writes in present tense and simple sentences; has difficulty with subject-verb agreement; run-on sentences are common

· uses high-frequency words; may have difficulty with word order; omits endings or words

· uses some capitalization, punctuation, and transitional spelling; errors often interfere with meaning

· able to write an entire paragraph

· writing exhibits inconsistent use of a variety of verb tenses, subject-verb agreement errors, and limited use of transitions, articles, and prepositions

· vocabulary is appropriate to purpose, but sometimes awkward

· uses punctuation, capitalization, and mostly conventional spelling; errors sometimes interfere with meaning

· writes multiple paragraphs, as necessary

· is generally able to present a main idea with supporting detail

· uses appropriate verb tenses; errors in sentence structure do not detract from meaning

· uses varied vocabulary appropriate fro the purpose

· makes few mechanical errors (errors of spelling, punctuation, and capitalization) and seldom any that detract from meaning

  · writes single or multiple paragraphs with a clear introduction, fully developed ideas, appropriate transitions, and a conclusion

· uses appropriate verb tenses and varied sentence structures

· uses varied, precise vocabulary

· makes only occasional mechanical errors, none of which detract from meaning

Prototype Oral Interview

A formal interview situation is unlikely to elicit much response from a very young or immature child. If the student is age 8 or younger, it is probably best to create a game or activity-oriented initial assessment. While some of the expectations are similar, there are important differences in content and approach.

Oral Questions Procedure and Expectations
Section A

1. What's your name? _______________
2. How old are you?_________________
3. When's your birthday?______________
4. Where do you live? _____________
5. What's your telephone number? _________
6. Where are you from? ______________
7. What language do you speak?__________
8. When did you come to __________
(name of town, city)?

Expectations for student: short answers such as "Byung Soo," "10," "February," etc. The assessor or "interviewer" should:
· proceed at a normal speed and volume
· avoid repeating or rewording questions unless asked
· accept and record any responses the student makes but note any articulation difficulties the student is experiencing. If the interviewer feels it is more appropriate, he or she may use a tape recorder
· stop after there has been no response to three consecutive questions.
Section B

1. How many years have you gone to school altogether?__________
2. Tell me about your school in ________________
3. Tell me about your family. How many brothers and sisters do you have? What do they do_____
4. Tell me your favourite story._______________

 Question 1 is a conversation opener. In Question 2 the examiner may wish to add an additional prompting comment such as, "I've never been to _________." The expectations for students are that longer responses will be forthcoming for questions 2 onward so it is not necessary to use all of these examples. Choose one and if it elicits very little response, try another item. (N.B. Questions about family may be inappropriate for refugee students.) If the student is frustrated with this type of questioning, stop and proceed to section C. It is not necessary for the examiner to record everything verbatim. Comments will suffice.
Section C

Now you can ask me some questions.
1. Ask me my telephone number.______________
2. Ask me where I live.________________

Ask me a question beginning with:
3. who.______________
4. when.________________
5. how much.________________
6. why.____________________
7. Ask me what I did last night.____________
8. Tell me what the weather's like today.________

Now I'd like to test your English grammar.

Change each of these to a question:
1. He's going home.____________________
2. They will make mistakes.________________
3. She gets on the bus.____________________
4. He ate his dinner.________________
5. The work has been done._________________

Change each of these to the negative:
1. That's a window. (point to the door)___________
2. This belongs to her.______________________
3. She'll go to the store.___________________
4. He said something.________________________
5. I could've gone earlier.______________________

 As the format for this section is artificial, it is important for the student to understand what is being tested; hence the opening remark. It is always advisable to give an example to clarify instructions (e.g., "Change each of these to a question. For example: This is a table. Is this a table?"). The student is expected to answer in complete sentences. This section has been graded structurally from simple to more complex tasks. If the student has trouble with a given question, try the next item; if the student still experiences difficulty, stop.

Analytic Oral Language Scoring Rubric12

Student name:
Age:
Grade:
Length of time in Canada:
Length of time at                       school:
Date:
Teacher(s):
First language or languages other than English:

FOCUS
Emerging
Beginning
Developing
Expanding
Proficient
Fluent
SPEAKING   · begins to name concrete objects

· begins to communicate personal and survival needs

· begins to initiate conversation

· retells a story or experience

· asks and responds to simple questions

· can sustain a conversation

· begins to communicate in classroom settings

· can participate in social and class discussions

· errors do not interfere with meaning

· communicates competently in social and class settings
FLUENCY · repeats words · speaks in single-word utterances and short patterns · speaks hesitantly, rephrasing and searching for words · speaks with occasional hesitation · speaks with near-native fluency (hesitations do not interfere with communication · speaks fluently
STRUCTURE     · uses predominantly present tense verbs

· demonstrates errors of omission (leaves words out, endings off)

· uses some sentence variety

· inconsistently applies rules of grammar (e.g., runned, mans, not never, more higher), especially with verbs

· uses a variety of structures with occasional grammatical errors · uses a variety of grammatical structures correctly and easily
VOCABULARY   · uses functional vocabulary · uses limited vocabulary · uses adequate vocabulary some errors in word usage · uses varied vocabulary · uses extensive vocabulary may lag behind native-speaking peers
LISTENING · understands little or no English · understands words, phrases requires repetition · understands simple sentences in sustained conversation requires repetition · understands classroom discussions with repetition, rephrasing, clarification · understands most spoken language, including class discussion · understands class discussion without difficulty

ESL Oral Assessment Strategy1

Using a picture stimulus, try to get the student to "tell you the story" of the picture in as much detail as possible. Note down key words, phrases, and as much of what the child says as possible.

Levels of Language Development
Assessment Outcome
Comments
Level 1: Labelling

· provides one word responses, usually nouns (man, tree, ducks)

Level 2: Telegraphic Speech

· uses phrase and pivot words to communicate (here, want, that, give ball)

Level 3: Basic Sentences

· tells what characters are doing (man is fishing, ducks are swimming)

· continue to develop vocabulary orally and focus on basic communication with lots of concrete examples to support learning

· may be about ready for basic reading but still has language gap

Level 4: Language Expansion

· describes relationships between the characters and other things in the picture (man is fishing in the pond)

· should be introduced to basic reading and offered support focussing on language development

· language enrichment to support gains is needed

Level 5: Connecting

· able to connect ideas on possibilities (man is fishing but he won't catch any fish)

Level 6: Storytelling (Concrete)

· perceive picture as part of larger story, responses include indications of time, place, and cause-effect

Level 7: Storytelling (Abstract)

· combines all previous steps and adds responses that include mood, emotional reaction, and conclusions

 

NOTES:
 · Students at level 4-5 not given assistance with language development tend to show up as "remedial" readers later on.
· Students at oral level 6-7 who have trouble reading may have learning difficulties not related to language acquisition.
· This evaluation is appropriate for all ages, although the task/picture stimulus should be more complicated for older students.

blackline

10 adapted from "Overview of Major Forms" in First Steps Writing Resource Book (Melbourne, Aus: Addison Wesley Longman Australia, 1994), p.20

11 adapted from Figure 5.8 and Figure 2.5 in O'Malley, J. Michael and Lorraine Valdez-Pierce, Authentic Assessment for English Language Learners: Practical Approaches for Teachers (Reading, MA: Addison-Wesley, 1996), which in turn are based on materials drafted by ESL Teachers Portfolio Assessment Group, Fairfax County Public Schools, Virginia

12adapted from Figure 4.5 in O'Malley, J. Michael and Lorraine Valdez-Pierce, Authentic Assessment for English Language Learners: Practical Approaches for Teachers (Reading, MA: Addison-Wesley, 1996), which in turn is based on a rating scale developed by ESL Teachers Portfolio Assessment Group (Grades 1-12), Fairfax County Public Schools, Virginia 13 based on Silvaroli, Skinner, and Maynes, Oral Language Expression (St. Paul, MN: NEMC Corp, 1977)

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