Portfolio-Based Language Assessment Operational Guidelines ... · PDF filePortfolio-Based Language Assessment Operational Guidelines for ... Language Training program and the federal

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Portfolio-Based Language Assessment Operational Guidelines for Ontario’s Adult Non-

Credit Language Training Program

Produced by: Language Training Unit, MCIIT


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Table of Contents Overview of the Operational Guidelines Assessment of Learner Progress and PBLA Implementation

Assessment of Learner Progress Formative and Summative Assessment Artefacts/Assessment Tasks Conditions for Successful PBLA Implementation Some Strategies for Integrating PBLA in the Classroom Language Companion Guides (Binders) End of Term Protocols Transfer of Learners Between PBLA-implemented and Non PBLA-

Implemented Courses Progress Reports and Issuance of Language Training Certificates

Program Structure and Ongoing PBLA Support

Large or Multi-level CLB Courses Continuous Intake Short Courses

Professional Development and Instructor Support for PBLA Implementation

Release/Planning Time for Lead Instructors and Classroom Instructors Professional Development for Instructors

Roles and Responsibilities

Program Administrators and Coordinators Lead Instructors Classroom Instructors Learners

PBLA-related Resources Frequently Asked Questions Appendices Issue date: October 2015 Release: 1.0


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Overview of the Operational Guidelines Portfolio-Based Language Assessment (PBLA) is a systematic approach to ongoing classroom–based language assessment whereby learners collect evidence of their progress and accomplishments in relation to identified language learning goals. PBLA is referenced to the Canadian Language Benchmarks (CLB) and is being introduced as the standard approach to in-class language progress assessment for language programs funded by Citizenship and Immigration Canada (CIC) and the Ontario Ministry of Citizenship, Immigration and International Trade (MCIIT). While there are many similarities between the MCIIT-funded Adult Non-Credit Language Training program and the federal Language Instruction for Newcomers to Canada (LINC) programs, including the use of the CLB as their main organizing framework, Ontario’s ESL classes are often structured differently from those in the LINC program, with different curriculum guidelines and learner populations. As a result, there will be some differences in the specific approaches to PBLA in the provincial and federal programs. PBLA may be adapted to fit a range of program delivery models in school boards delivering the Adult Non-Credit Language Training programs. Portfolio-Based Language Assessment (PBLA): Operational Guidelines for Ontario is intended to assist Program Administrators and instructors in implementing PBLA effectively in Adult Non-Credit Language Training programs funded by MCIIT. It provides recommended approaches and operational policies relating to the implementation and ongoing use of PBLA specific to Ontario’s provincial language training program. This includes identifying roles and responsibilities, suggestions for ongoing management of PBLA, best practices, available supports and answers to the most frequently asked questions. These Guidelines are designed to complement, and not replace, the Centre for Canadian Language Benchmarks’ “Portfolio-Based Language Assessment (PBLA): Guide for Teachers and Programs” (2014). The CCLB document provides a detailed overview of the theoretical foundations, principles, and assessment strategies that are fundamental to PBLA, including techniques and activities that can be used to integrate PBLA into adult ESL instruction. Program Administrators and instructors in the Adult Non-Credit Language Training Program are encouraged to review this document, as it contains critical and helpful information to support PBLA implementation. The Operation Guidelines, on the other hand, provide further details and clarifications specific to the Ontario provincial language training program. Where the information provided in the PBLA: Operational Guidelines for Ontario and the CCLB document differ, the Operational Guidelines should take precedence in MCIIT-funded language training programs.


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Assessment of Learner Progress and PBLA Implementation Assessment of Learner Progress This topic is covered in detail in the ‘PBLA: Throughout the Term’ and ‘PBLA: End of Term or Course’ sections of the CCLB’s PBLA: Guide for Teachers and Programs (2014), and administrators and instructors are encouraged to use these sections to inform their PBLA planning. However, the following section provides some additional information to inform PBLA assessment in the Ontario Adult Non-Credit Language Training Program. PBLA is a comprehensive, systematic, authentic and collaborative approach to language assessment that engages instructors and learners in a dialogue to ‘tell the story’ of the learner’s journey in learning or improving their proficiency in English or French and in achieving their personal language goals. PBLA is designed to build on assessment best practices already in place in many Adult Non-Credit Language Training courses, including alignment to the CLB framework and the use of task-based assessment to measure learner progress. At the same time, PBLA is intended to bring greater consistency to the process of ongoing learner assessment within the provincial language training program, and in turn, between the provincial program and the (LINC) program. As such, some of the protocols and practices introduced as part of PBLA may or may not be familiar to ESL administrators and instructors depending on current assessment approaches already in place. This includes concepts such as learner conferencing, maintaining and reviewing portfolios and their content, and providing regular, descriptive and action-focused feedback to learners on their progress. With PBLA, learner assessment and feedback is an ongoing, integral part of the teaching and learning cycle, and not an add-on. This is in contrast with other assessment approaches, such as the exclusive use of end-of-course tests, where learners may not be aware of their language progress or learning until the course has been completed. In cases such as these, PBLA will require a change in thinking about, and planning for, progress assessment, in addition to learning about PBLA protocols and procedures.


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Formative and Summative Assessment In the Adult Non-Credit Language Training Program, assessment and outcomes are considered to be inextricably linked and cyclical. Effective classroom performance assessment determines whether learners are achieving the outcomes, and whether classroom instruction is having the intended effect. Both formative (often informal) and summative (often more formal) forms of assessment can be integrated into the PBLA approach, but with a common understanding of what each of these assessments is, and is not, for PBLA purposes. Formative assessment (or assessment for learning) refers to classroom‐based assessment procedures that are intended to improve learning. Formative assessment provides instructors with regular feedback as to whether their instruction is having the desired effect, which allows them to adjust their teaching accordingly. Besides helping instructors understand how well learners are progressing, formative assessment offers learners routine opportunities to assess their own learning, receive feedback on their performance, identify areas for further learning, ask for clarification, or express concerns. Since formative assessment is frequent and specific, it can help motivate learners to progress incrementally toward their larger language learning goals. Such provides learners and instructors with information to help them make decisions together on what to do next in the classroom. Summative assessment (or assessment of learning) refers to assessment procedures that are intended to measure whether predefined learning outcomes have been met at the end of instruction, thereby providing accountability to learners and other stakeholders. Summative assessment assesses whether the language ability gained over the longer course of instruction generalizes to new contexts. It is conducted to determine CLB levels for reporting purposes or for making decisions about progressing learners. In language training programs, summative assessment has often been associated with formal language assessment tests or sets of tasks, often developed externally but administered by language instructors, which take place at the end of training to evaluate learner language proficiency gain. In Ontario language training programs, with the introduction of PBLA, summative assessment instead involves considering multiple samples of formative assessment tasks, collected in the learner’s portfolio, in order to determine an overall benchmark level for each skill area. A learner is said to have achieved a course outcome, which is often a CLB competency, by successfully performing a number of related tasks in a different contexts. This provides the learner with the repetition of language functions needed to successfully transfer language use to novel contexts outside the classroom.


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Summative assessment can also be used at the end of a unit or lesson series to evaluate learner performance at the target task (or tasks) associated with that unit. In either case, however, even summative assessments should be ‘formative’ in the sense of supporting ongoing learning and growth. Artefacts / Assessment Tasks To make an informed decision about a learner’s outcome CLB level in the relevant skill areas at the end of a reporting period, there should be sufficient evidence in the learner’s portfolio. The CCLB Guide recommends 8 – 10 ‘artefacts’ (also known as ‘demonstrations’) per skill area for each learner (including both assessment tasks and skill-building activities) to provide a reasonable basis of evidence to inform benchmarking decisions. Artefacts may include both formal language assessment tasks (often summative at the end of a unit, as described above) and informal (skill-building) assessments, also described above. Formal language assessment tasks may include tasks, tests, quizzes or assignments that evaluate a learner’s grasp of established learning outcomes, often at the end of a unit or lesson series. Informal assessments allow instructors to track learners’ ongoing progress more regularly and often. Informal skill-building assessment tasks occur more regularly and are designed to inform instruction by determining how and whether learners are learning, as well as to help learners better understand the progress they are making in their language acquisition. Examples may include peer- and self-assessments or small scale language tasks assessed using instructor skill checklists. In PBLA, both formal and informal assessments are formative, in the sense that they should support ongoing learner growth and skills development. It is important to note that given the variety of course models in the Adult Non-Credit Language Training Program, it may not always be possible for instructors to gather the recommended number of demonstrations within a course. This applies particularly to courses where PBLA is just being introduced. However, in courses that run for the full school year from September to June, instructors would be expected to work toward collecting 8-10 demonstrations per learner for each of the four skill areas in a course and vary the types of assessments to allow learners to demonstrate multiple competencies within each of the four skill areas. Instructors should not necessarily focus on a fixed or specific number of artefacts or demonstrations, given the range of different course structures in the Adult Non-


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Credit Language Training Program. Instead, instructors should try to facilitate the accumulation of as much valuable evidence as possible and strive to continuously improve their delivery of PBLA and of lessons and activities that produce portfolio-worthy evidence. The exact number of demonstrations to be included in a learner’s portfolio across a language training course as sufficient evidence of their language progress should be determined through discussions between the course instructor and program administrator. It will depend in part on several course-related factors, including: Course length measured in number of instructional hours (e.g. 150 hours) The span of the course across weeks or months (e.g. course runs from September

to December) Frequency of course sessions per week (e.g. twice per week) Number of language skill areas covered by the course (e.g. Listening/Speaking vs

all four skill areas) In any event, it is an effective practice to schedule assessments or expected demonstrations, and to introduce them to learners at the beginning of the course through a course syllabus. Program Administrators and instructors are encouraged to work together to establish the number and variety of demonstrations needed to fairly and accurately assess learner progress in a given course. The use of rubrics and templates such as the “CLB Learner Profile of Ability” will allow instructors to assist learners in succeeding at their demonstration tasks. Providing these to learners prior to their demonstration tasks will help them better understand the success criteria associated with that task.


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Conditions for Successful PBLA Implementation The table below, adapted from the CCLB Best Practices Guide, outlines the conditions that are necessary for successful implementation of PBLA in a language training program. While these are generally intended for initial PBLA implementation, it is important to keep these considerations in mind once PBLA is fully implemented in your language training program.

Conditions

Program Administrators

Understand and appreciate the benefits of PBLA and

assume a leadership role as champion of PBLA implementation.

Work towards an integrated PBLA approach in the provincial language training program.

Encourage an “assessment culture” within their program in which assessment is discussed openly and positively.

Encourage a collaborative professional learning environment, PBLA coaching and networking opportunities.

Make PBLA tools and resource easily accessible among all instructor staff.

Have a learner-centric approach to program planning. Whenever possible, ensure most language training

courses have a CLB range of no more than 2 to 3 benchmark levels in the relevant skill areas.

Encourage ongoing learner attendance and punctuality. Manage intake of new learners and inter-classroom

transfers to minimize disruption to instructors and learners.

Commit to staying informed of developments in PBLA. Identify and support existing instructional practices that

align with PBLA (e.g. task-based instruction) and build on them in implementing PBLA.

Understand that change is a long-term, complex process. Commit to engage long term and to provide leadership

in the individual and collective effort needed to change. Are informed members of PBLA professional

communities, such as the PBLA Administrators group on Tutela.ca.


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Instructors

Demonstrate a willingness to approach assessment from

a new perspective, and commit to engage in the individual and collective effort needed to incorporate PBLA into their teaching practice.

Have a learner-centred approach to teaching, including assessment.

Emphasize the importance and relevance of PBLA in tracking and accurately assessing learner progress.

Have the requisite knowledge of the CLB and skill in task-based instruction and assessment.

Communicate to learners the tasks and activities that will be assessed and the performance criteria being used for assessment in advance and on an ongoing basis.

Regularly engage in positive problem solving, and in ongoing activities that focus simultaneously on developing their expertise related to PBLA and adapting it, as necessary, to the culture and system within which they work.

Have a commitment to their ongoing professional development, and are willing to collaborate with colleagues within and across programs and jurisdictions.

Make PBLA part of their instructional planning and reflective practice.

Encourage and support their learners to strive to foster independence.

Encourage ongoing learner attendance and punctuality. Employ effective instructional and classroom-

management strategies in multilevel classrooms. View assessment as a fundamental element of the

teaching and learning cycle to support and demonstrate learning.

Understand the role of ongoing assessment in planning for teaching.

Are motivated and motivating.

Learners

Have a clear purpose for learning English or French. Have identified language-learning needs. Have an articulated language-learning goal. Assume greater responsibility for their language


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learning. Attend class regularly. Arrive on time for the beginning of class and do not

leave early. Actively engage in language-learning activities. Are aware of their level of language proficiency and the

goals towards which they are striving. Engage sufficiently and appropriately in PBLA activities.

Adapted from “Conditions for successful PBLA implementation” p. 60, CCLB Best Practices Guide (2014) Some Strategies for Integrating PBLA in the Classroom While PBLA lends itself most easily to certain teaching and learning models, particularly the communicative approach to language learning and learner-centered and task-based instruction, these are likely already familiar approaches to instructors who base their course design around the Canadian Language Benchmarks (CLB) framework. Implementation of PBLA does not necessarily require a restructuring of course design, but rather serves as a structured, organizational tool to provide consistency to the approach to ongoing learner assessment for both instructors and learners. Any change to course design, however, will come very gradually since the process will take some time to roll out across each school board. It may be challenging for instructors to integrate all PBLA components in the classroom at once. This introduction will have to be phased in over a period of time where only parts of PBLA are introduced in the classroom at any given time. For example, instructors may be asked to try out one or two new PBLA components every two weeks. This kind of phased-in approach will facilitate the transition to using PBLA in the classroom by building instructors’ confidence and maintaining continuous learning. To help reduce the level of stress on instructors during the initial implementation of PBLA, Program Administrators may set up timelines with Lead and Classroom Instructors around major PBLA milestone activities and discuss and agree on the number of “demonstrations” (informal and formal assessments) that may likely be conducted in their classes based on course length and other relevant factors. While informal assessments consist of skill-building tasks that measure a learner’s progress, formal assessments consist of demonstration tasks that measure learning outcomes. It is important to note that instructors may introduce a number of informal demonstrations (such as peer- and self-assessments), and conduct an


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optimum mix or informal and formal demonstrations that are more practical and manageable for them. For more details on formal and informal assessments, please see Program structure and ongoing PBLA support: Assessment and end of term protocols. While there will likely be some impact on the time spent on teaching, particularly during the initial implementation phase, instructors are likely to find a more comfortable balance between time spent introducing concepts and skills and time spent on assessing demonstrations of skill as PBLA becomes integrated in the classroom and instructors become more familiar with the process. Language Companion Guides (Binders) The Language Companions Guides are provided to learners to support their language learning, and to facilitate the use of PBLA in the classroom. Language Companion Guides cover three distinct CLB stages: ESL Literacy; Stage I (CLB 1-4); and Stage II (CLB 5-8). All learners enrolled in courses offered as part of the Adult Non-Credit Language Training Program are to use a Language Companion Guide for their portfolio. Since PBLA is intended to bring a standardized approach to in-class learner language assessment, it is important that PBLA be used with all learners in each course. This includes those who are non-eligible therefore must pay a fee to enrol in ESL/FSL programs in order to maintain consistency in assessment approaches. Fee-paying learners who are not registered in the Grey Register still require ongoing assessment of their learner progress. In their case however, the contents of the Language Companion Guides may be printed from Tutela.ca. The cost of printing additional contents may be covered by school boards in the hourly fee which fee-paying learners often pay to participate in the course. It is up to each school board to determine whether learners are permitted or obligated to take their binders home throughout the duration of a given PBLA-implemented course. Once a learner has moved into another course, they may take their portfolio with them so that instructors can check their progress in the new class. School boards can also locally determine their own procedures for replacing lost Language Companion Guides. Although instructors and school boards will have some records of a learner’s assessment, they will not have access to all the materials that were compiled in a portfolio. It is important that instructors emphasize to learners the importance of the proper care and storage of their binders.


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Learners should only receive one binder during their time in the Adult Non-Credit Language Training Program, but may receive more than one insert (contents). When learners first receive a Language Companion binder, the contents should reflect their current CLB stage in the relevant skill areas (Literacy, Stage I or Stage II), not the CLB range of the course. For example, a learner whose skill profile is 3, 3, 3, 3 in the four skill areas, but who is enrolled in a course covering CLB 3-6 should only receive the Stage I contents, not both Stage I and Stage II. Once the learner progresses to the next stage (i.e. they move up to CLB 5 (Stage II) in any or all skill areas), they should receive the insert (contents) for the next stage, but not a new binder. In the case of learners whose profile crosses two stages (e.g. they are currently 3, 3, 6, 6 in the four skill areas), they would receive one binder, but both the Stage I and Stage II inserts. Replacing Language Companion Binders Procedures for replacing lost Language Companion Guides may be determined locally by school boards. The materials contained in the binders will be made available in PDF form on Tutela.ca, so there will be options to reprint the materials contained within the Language Companion Guides. If a learner has a Language Companion Guide, but needs new materials based on progression to the next CLB stage, they should be provided with the materials (inserts) for the next stage.

Helpful hints

In the initial piloting of PBLA in the Ottawa region, school boards provided learners

with the Language Companion Guides after a learner had been in the class

consistently for two weeks.

Learners can begin to track their own attendance in their binders. This allows for

learner autonomy and provides learners with a visual reference of their own

attendance track in a given course.

The contents of the Language Companion Guides are available on Tutela.ca (in PDF

format). In the event that extra copies of inserts are needed, instructors may print

them directly from Tutela.ca.

Experienced learners in PBLA activities may be grouped with newer learners to assist

in introducing them to PBLA and Language Companion activities.


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End of Term Protocols This topic is covered in detail in the ‘PBLA: End of Term or Course’ section of the CCLB’s PBLA: Guide for Teachers and Programs (2014), and administrators and instructors are encouraged to use these sections to inform their PBLA planning. However, the following section provides some additional information to inform end of term protocols specific to the Ontario Adult Non-Credit Language Training Program. At the end of a PBLA-implemented course, learners’ Language Companion binders, including their language portfolio that has been collected to date should be reviewed to determine the progress that the learner has made. The next course instructor would then use the learner’s most recent demonstrations as their starting point so as to determine what the learner is currently aiming for. If the learner is continuing in the same skills specific courses with the same or a different instructor and there are not enough demonstrations to provide evidence of progress within the CLB, then the instructor is encouraged to ensure that the learner continues to gather the evidence in their portfolio as needed. In addition, every learner will have completed in their previous course a goal statement exercise that will show the learner’s personal language learning goals. At the beginning of the course, instructors are encouraged to ensure that the learners understand the CLB outcomes towards which they are working. Similarly, if a learner is enrolled in two courses where both instructors are teaching the same skills in the same site, then it is up to the two instructors to discuss how best to manage the progress report and conferencing schedule for that learner. Instructors should be able to verify when a learner has made progress in a term, even if the learner may not have progressed to the next CLB level in the relevant skill areas. This determination would be based on the National Language Placement and Progression Guidelines or NLPPG (2013), adopted as the standard framework across Canada for initial placement and progress measurement. According to the NLPPG, a learner is generally considered to have “completed” a CLB/NCLC level when s/he has achieved, and demonstrated, the level of communicative ability associated with most or all (70 to 100%) of the descriptors for the benchmarks assigned in each of the four skill areas. A copy of the NLPPG is attached for your reference. A learner who has been assigned a given benchmark is said to have completed that benchmark for the given language skill. The continuum of skill within a benchmark level is illustrated below:


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If learners are enrolled in multiple short or part-time courses that focus on different skill areas, then they will continue to build their language proficiency and portfolio across those multiple courses and instructors rather than from one instructor. Learners in multiple short courses or part time program are encouraged to monitor their language progress throughout the course or the term. In this case, the CCLB recommends that instructors conference with learners, to ensure that everyone is aware of the learners’ progress throughout the term. It is up to the instructors and Program Administrators to determine how best to report on a learner’s progress given their enrolment in multiple short courses and when they have collected sufficient evidence for a progress assessment. To make an informed decision about a learner’s outcome CLB level at the end of a reporting period, there should be sufficient evidence collected in the learner’s portfolio. Below is a list of considerations for instructors when planning and performing learner assessments throughout and toward the end of the term:

When receiving a learner from another course, the new course instructors is advised to review the learner’s Language Companion binder to date and evidence of progress that they have collected in their portfolio. The instructor may use the most recent demonstrations as the learner’s starting point so as to indicate what the learner is currently working towards.

CLB level continuum:

Beginning is used if the learner has demonstrated initial evidence of

characteristics (qualities and attributes) associated with the performance of tasks

at this level in specified skill areas.

Developing is used if the learner has demonstrated increasing evidence of

characteristics (qualities and attributes) associated with the performance of tasks

at this level but may not be able to do so consistently or may not have

performed a sufficient range of tasks in specified skill areas.

Completing is used if the learner has consistently demonstrated characteristics

(qualities and attributes) associated with the performance of tasks at this level

over a broad range of tasks in specified skill areas. At this stage a learner should

have achieved and demonstrated the level of communicative ability associated

with most or all of the CLB descriptors in the specified skill areas.


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If the learner is continuing in the same skills specific courses with the same or a different instructor, they may already have an existing goal statement that shows what the learners personal language learning goals were.

The instructors will have to ensure at the beginning of the course that the

learners understand the CLB outcomes towards which they are working.

If a learner is enrolled in two courses where both instructors are teaching the same skills, then it is up to the instructors to discuss how best to manage the progress report and conferencing schedule for that learner.

If a learner is enrolled in two courses where instructors are teaching different

skills, then they will continue to add to the learner portfolio in the appropriate skills sections.

By the end of the term, instructors should fill out a partial progress report to

record the learner’s improvement (if there were any noticeable shifts) that they have made in learning English given there are evidence that shows that the learners are able to perform a task they were not able to perform before provided with the evidence of this in their portfolio.

Instructors should be able to verify when a learner has made progress in a

term although they may not have completed a CLB level. Transfer of Learners Between PBLA-implemented and Non PBLA-implemented Courses In the various stages of PBLA implementation across the province, there may be instances when a learner transfers from a PBLA-implemented course or provider to a course or provider where PBLA has not yet been implemented, as a result of varying implementation timelines. Even within school boards/providers, there are varying implementation timelines between courses, since designated Lead Instructors/Teachers begin introducing PBLA in their courses well in advance of other instructors, which may result in some confusion for learners. To help address this, we offer some guidelines for program administrators, instructors and learners on how to manage such a situation should it arise. Please see Appendix A for details.


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Progress Reports & Issuance of Language Training Certificates This topic is covered in detail in the ‘PBLA: End of Term or Course’ section of the CCLB’s PBLA: Guide for Teachers and Programs (2014), and administrators and instructors are encouraged to use these sections to inform their PBLA planning. However, the following section provides some additional information to inform Progress report and conferencing protocols specific to the Ontario Adult Non-Credit Language Training Program. A new feature being gradually introduced as part of PBLA implementation is a Progress Report that learners will receive at the end of the term or course. The Progress Report contains feedback that is filled out by the Instructor, and indicates the learner’s achieved CLB benchmark level. On the progress report the instructors will be able to record learner progress at the end of a course on a continuum within a CLB level which indicates whether the learner is still beginning / developing / completing within the benchmark for the relevant skill(s), Based on the NLPPG (please see ‘End of term protocols’ above. Instructors would also include their comments on the progress report to justify their decision. The purpose of this is to give learners a sense of their progress and a better understanding of where they stand in relation to their language proficiency goals. Since the assigning of a CLB/NCLC level should derive from an evaluation of evidence collected throughout the course to determine the learner’s progress based on the CLB/NCLC benchmark framework, it is up to the discretion of program administrators and instructors to determine when there is sufficient evidence that a learner has demonstrated the necessary language proficiency to have completed a course and/or advance to the next CLB/NCLC benchmark level (please refer to the above section on Assessment and end of term protocols). Administrators are required to sign each Progress Report, indicating that they agree with the information it contains. In addition, administrators are responsible for verifying that the report has been filled out according to guidelines; attendance for each learner is accurate; and that the CLB levels are filled out and align with the learner’s demonstrated progress. Please note that it is recommended that one Progress Report be issued for each learner, regardless if that learner is enrolled in multiple courses. For learners enrolled in multiple courses, it is up to instructors to decide among themselves on how to complete the Progress Report.


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As part of the learner feedback process, instructors should provide the Progress Report to each learner also have a brief progress meeting or conference with learners to discuss the progress they have made and areas to continue working on towards achieving their language proficiency goals. Language Training Certificates, which are generated through the HARTs database, must reflect a learner’s progress in class, (using the portfolio and/or completed Progress Reports, where these have been introduced) and not his/her initial placement test results. Language Training certificates are issued based on each language training course taken by a learner and should only include the CLB range and skills covered by that course. If one or more language skills are not assessed by the instructor because the learner’s CLB level for this/these skill(s) is beyond the range of CLB levels covered by the course, or because the course does not address this/these skill area(s), the CLB/NCLC results in HARTs and on the Language Training Certificate should read “N/A” (in English) or “S/O” (in French). This would apply in the cases where the last CLB/NCLC level assigned for a given skill is either that assigned by a previous instructor or a placement assessment result. Please note: The interface in HARTs has been programmed to accept N/A, S/O and/or the existing CLB/NCLC benchmarks as entry data. Please keep in mind that initial placement assessment results must not be used as evidence for assigning the learner’s CLB/NCLC progress assessment results. In addition, it cannot be assumed that a learner has completed a CLB/NCLC level simply because the learner participated in a course at that level or has attended a certain number of hours of training. The assigning of benchmark levels has to be based on assessment of completed in-class assessment (formal and informal) tasks. Language Training Certificates should be issued at the same time as PBLA Progress Reports for those school boards that are already using PBLA.

If a learner is not able to complete a course (i.e. early exit) but has demonstrated significant progress in any of the skill areas, based on sufficient evidence, instructors may complete a progress report to record the learner’s progress. If the evidence collected shows that learner may have made progress within the continuum of a CLB level (e.g. CLB 3 in listening and speaking) but has not progressed to a new benchmark level, their progress in HARTs and on the Language Training Certificate received would read as “3” under the appropriate skill areas.


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Program Structure and Ongoing PBLA Support While ongoing assessment of learner progress in language proficiency gain has always been a feature and expectation of the Adult Non-Credit Language Training Program, we understand and are aware that, for most if not all school boards, PBLA introduces new thinking, approaches and practices around on-going assessment. As a result, the integration of PBLA into classroom instruction and practice will take time and present short-term challenges, particularly with some program models. The PBLA Guide for Teachers and Programs (CCLB 2014) provides detailed information, including best practices, on successful integration of PBLA in a program. It serves as a key reference for all administrators and instructors as it provides information about classroom-based assessment, the key features of PBLA, and examples of techniques and activities that can be used to facilitate the integration of PBLA into adult ESL instruction. However, due to varying program structures and delivery models in the provincial language training program, the practice of PBLA may differ somewhat from one school board program to another. Below are some considerations for Program Administrators and instructors in adapting PBLA to local program conditions and requirements.

Note: School boards are invited at any time to contact the Language Training Unit, MCIIT at [email protected] with any questions regarding the modification of PBLA protocols to accommodate to particular course and/or program structures.

Large or Multi-level CLB Courses School boards are strongly encouraged, where possible, to set up language training courses with a CLB range of no more than 2 to 3 benchmark levels in the relevant skill areas. However, we recognize that some programs may be required to offer courses with greater CLB ranges based on factors such as the critical mass of learners in the community. Below are some suggestions for managing PBLA implementation in large and/or multilevel courses:

Formal assessments may be established and introduced to learners at the beginning of the course, and outlined in the course syllabus.

PBLA concepts and elements can be introduced incrementally. Peer assessments and skill-using activities (informal assessments) could be

conducted in small groups in a large class, rather than individually in all cases.

mailto:[email protected]


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For large classes with more than 25 learners, PBLA-related tasks can be incorporated into the class time toward the end of a class (e.g. last 15 to 20 minutes of in-class time).

Learners may be grouped together for certain learning activities and assessment tasks to allow for more efficient assessment, where possible (e.g. sit with the group during an oral activity for a few minutes to measure each learner’s ability to demonstrate a given competency and record on a checklist or rubric).

Different groups of learners could be assessed on different days to reduce the amount of time spent on assessment on any given day.

New learners may be partnered with experienced learners for support while doing initial PBLA-related activities.

Multi-level classes: Develop assessment tasks that can address criteria from several CLB levels. The instructor may use the same content but differentiate the tasks, or use different levels of texts and perform the same task/activity.

Continuous Intake Courses with continuous learner intake can pose a unique challenge in assessing learner progress, as learners in the class will have entered at different times and will be at different points in their learning process. In a continuous enrolment course, new learners would receive their own Language Companion Guide and begin tasks alongside their classmates with peer and instructor support. Internal operations such as planning tasks for same level classes, and providing planning time to update and evaluate learner portfolios can be determined locally by school boards. Other helpful suggestions include:

Delaying orientation to PBLA until after the first few sessions of a course to allow more learners to arrive

Having an ‘Introduction to PBLA’ package ready to provide to any new learners as they arrive

If possible, combining classes with a colleague once or twice a week so that one instructor teaches the lesson, while the other provides the PBLA orientation to any new learners that joined during that week

Partnering new learners with those who are experienced in PBLA activities to assist them in the introduction to PBLA and Language Companion activities

Short Courses On average, a learner requires approximately 250 hours of language training before they see significant progress in their benchmark level (PBLA Guide for Teachers and Programs, 2014). However, the lengths of courses offered in the Adult Non-Credit


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Language Training programs can vary considerably. One of the key principles of PBLA is measuring learners’ progress by collecting a variety of informal and formal assessments over time. This may be difficult to do in shorter courses (such as those less than 50 hours in duration) where there may not be enough time to carry out a large number of demonstrations and activities. Below are some suggestions for managing the requirements of PBLA in this case. Measuring learner progress:

In the PBLA context, the goal for courses (of any length) should be to build a learner’s language portfolio, or provide growing evidence, for the four competencies (listening, speaking, reading and writing) that demonstrate that learners have attained the required skill levels for each of the competency areas. Instructors and learners should understand that it may not be possible to collect enough language samples in a course of less than 50 hours to show achievement of a particular language level, but that PBLA can help track progress within the CLB skill level.

It is important to remember that even though some learners may not complete a CLB level, their language portfolio recorded in the Language Companion binder should still document their progress. If a learner is enrolled in multiple part time/short courses, then their Language Companion should continue to reflect their progress in each course.

It is up to programs to determine locally the rate of collecting demonstrations in shorter courses based on the number of instructional hours per week and the number of instructional weeks in the reporting period.

Instructors may carry out more frequent assessment tasks that include informal skill-using activities (see Assessment and end of term protocols) to be used as PBLA demonstrations (i.e. ongoing collected evidence of language proficiency) rather than only one or two major formal assessments. Skill-using learning activities may include role playing or completing practical tasks such as filling in forms, making grocery lists, etc.

If there are only one or two units being taught in a shorter course, then the instructor may choose to use complex tasks, like a presentation, where a single task is broken into parts over time (e.g. research, preparing the presentation, delivering the presentation etc.), and a learner is assessed as they progress toward the completion of the task.


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Managing end of term protocols:

In shorter courses, instructors will likely be assigning a CLB level based on a portfolio that was started in a previous class, or record a learner’s progress within the continuum of a CLB level in the relevant skills. It is important in these cases for instructors to work together to build consistency and sufficient evidence to support assigning CLB levels and completing progress reports.

At the end of the course, the instructor can discuss with individual learners the progress they made towards their goals, any ongoing or emerging challenges, and strategies to overcome any challenges. This feedback can be recorded in the learner’s Language Companion Guide for reference for the next (or the same instructor) when the learner enrols in a subsequent course.

Allow learners to continue in the course with the same instructor (if possible) into the next term so that they can continue to build up their portfolio if their goal is to progress to the next CLB level in the relevant skill areas.

Managing learner portfolios:

Learners only receive one Language Companion binder regardless if they are enrolled in multiple courses that focus on different competency areas.

If two instructors share learners but teach different skills (for example, the morning class is reading/writing and the afternoon is listening/speaking) then each instructor can manage the appropriate part of the learner’s portfolio.

If there is an overlap of skills (e.g. both instructors teach the same skills to the

same learners), then the two instructors are encouraged to collaborate and agree on a strategy to manage the portfolio. Instructors can use separate inventory sheets in the same binder or provide a temporary binder for one of the classes. At the end of the term, instructors will work together to review the portfolio entries and assign benchmark levels in the relevant skill areas.

In shorter courses it may be beneficial for instructors to work with colleagues

who are more experienced in the use of PBLA on setting a schedule for portfolio management or other PBLA-related activities based on the frequency with which classes meet.


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Professional Development and Instructor Support for PBLA Implementation

PBLA is being introduced in the provincially-funded language training programs across the province in a phased manner across two school years (2014/15 and 2015/16), with school boards divided into two cohorts. Lead Instructors selected as part of MCIIT’s first cohort (Cohort A) of school boards (which began training in September 2014), who successfully completed their PBLA training, will begin training their colleagues (Classroom Instructors) in PBLA beginning in Fall 2015, with a view to full implementation of PBLA across the 2015/16 school year. School boards included in MCIIT’s second cohort (Cohort B) of school boards will follow a similar approach, with Lead Instructors beginning their initial training in October 2015. Once PBLA has been implemented by all school boards delivering the Adult Non-Credit Language training program, it is intended to become a permanent program fixture for all Adult Non-Credit Language Training Program courses.

Release/planning time for Lead Instructors and Classroom Instructors To help ensure PBLA’s successful implementation, Lead Instructors and Classroom Instructors are being provided with release time and other planning time as indicated in the following table. More information on the release and planning time follows the table.

Release / planning time

Lead Instructors As part of their initial training, Lead Instructors receive release time as needed and up to an equivalent of five (5) hours per week for activities including the following:

o Participating in the initial 12-week Foundations Phase of PBLA training (September 2014- December 2014 for Cohort A Lead Instructors; September 2015-December 2015 for Cohort B Lead Instructors)

o Developing strategies for applying PBLA in their classroom (Application Phase and onwards)

o Training their colleagues (Classroom Instructors) on how to implement PBLA in their classrooms (Transition Phase)

o Supporting their colleagues as needed in the implementation of PBLA in all classes (Transition Phase and onwards)


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o Acting as a resource person for Program Administrators to provide support and advise on the progress of PBLA implementation in the program, schedule instructor training, identify and address emerging issues and strategize local program solutions (following implementation)

Classroom Instructors

In order to receive initial training on PBLA from their Lead Instructors (in the 2015/16 school year for Cohort A and 2016/17 school year for Cohort B), Classroom Instructors receive an equivalent of between twenty-five (25) to thirty (30) hours of release time exclusively for the purposes of receiving direct training from Lead Instructors during the Transition phase of PBLA only. Once Classroom Instructors begin introducing elements of PBLA in their courses, they will also begin to be eligible to use an equivalent of approximately five (5) minutes per hour of instruction to undertake their own planning, and conferencing in support of PBLA implementation in their classes.

Lead and Classroom Instructors

Following initial training in PBLA, Lead and Classroom Instructors receive an equivalent of eight (8) hours per school year of release time (or 4 hours per term) on an ongoing basis for CLB task calibration, preparation of progress reports and working with other instructors to improve PBLA practices. Please note that the eight (8) hours per school year is provided

to instructors once they have successfully completed their training in PBLA and are ready to adopt PBLA practices and

protocols in their classrooms. PBLA Release/Planning Time for Lead Instructors Please note that the up to approximately five (5) hours per week referenced above is based on an expectation that, in most cases, the amount of time spent outside of the classroom on PBLA activities will work out to the equivalent of up to approximately five (5) hours per week on average. These five hours per week may be either distributed evenly across the training period, or grouped together based on appropriate allocations for weekly release time required to complete PBLA training activities (meaning, a Lead Instructor may need three hours in one week but seven in another week, averaging out to five). In most cases, this time will take a


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the form of release time (i.e. Lead Instructor is released from their class during their classroom hours to support other instructors and/or their own PBLA planning while the class operates with a supply instructor or other accommodation, such as combining classes). Where necessary, and based on agreement between both the Lead Instructor and Program Administrator, this time could take the form of extra paid hours outside of the regular classroom hours, provided the Lead is not already receiving release time from their class. While it is recommended that release time be evenly distributed across the training period, the actual amount of paid release time provided to Lead Instructors (that is, outside of their classroom) should continue to reflect both their existing weekly workload and actual time spent specifically on PBLA-related tasks (both their own planning and providing support for other Classroom Instructors) in any given week. It is up to school boards to determine and substantiate the amount of release time needed by the Lead Instructors for the completion of PBLA-related tasks based on the demonstrated amount of time they spend outside the classroom on PBLA related activities. In some cases, this could average out to be less than the estimated average of five hours per week, or it could be more, depending on a range of local conditions, including the school board’s size, delivery model and number instructors. It is important to understand that the role of the Lead Instructor is ongoing, and that over time, Lead Instructors will continue to act as support and “resource people” on PBLA. Lead Instructors are not expected to supervise their colleagues, but take on a peer mentorship role in championing PBLA practices based on their own extended PBLA Lead Instructor training, and the practical insights they gain by using PBLA in the classroom. It is up to programs to determine locally how a Lead Instructor should support their colleagues during the PBLA implementation period in the Program and onwards when PBLA becomes a permanent program fixture. Lead Instructor Training of Classroom Instructors While this training is expected to take approximately 25-30 hours across the first half of the school year in which Leads are training Classroom Instructors (2015/16 for Cohort A and 2016/17 for Cohort B), school boards are given the discretion to distribute this training time and establish a training schedules to fit the schedule of their program. For example, some school boards may choose to schedule full-day training sessions while others may choose to schedule 2-3 hour sessions for instructors across the school year. However, it is strongly recommended that boards introduce aspects of PBLA in small chunks rather than in intensive full-day sessions. It may be very helpful to space out the introduction of each aspect of PBLA to limit


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the learning burden and provide an opportunity for instructors to consolidate information and put into practice new elements between sessions. When facilitating the release time for Leads to train Classroom Instructors, it is up to individual school boards to ensure that programming can continue uninterrupted when instructors are being trained on PBLA. To facilitate this, school boards have flexibility in the method of providing release time to instructors. For example, programs can facilitate team teaching, doubling up classes, and providing supply (replacement) coverage when instructors are performing PBLA related tasks such as benchmarking, conferencing, progress report activities, and other PBLA training. PBLA Release/Planning Time for Classroom Instructors

As with Lead Instructors, the twenty-five (25) to thirty (30) hours of release time for Classroom Instructors, referenced above during the Transition phase training they receive from Lead instructors, should be evenly distributed across the training period. It is up to the discretion of school boards to determine and substantiate the amount of release time needed by the Classroom Instructors for the completion of PBLA-related tasks based on the demonstrated amount of time they spend outside the classroom on PBLA related activities. When facilitating the 25-30 hours of release time for Leads to train Classroom Instructors during the Transition Phase, school boards are strongly encouraged to organize the training schedule to ensure that programming can continue uninterrupted. To facilitate this, school boards have flexibility in the method of providing release time to instructors. For example, programs can facilitate team teaching, doubling up classes, and providing supply (replacement) coverage when instructors are performing PBLA related tasks such as benchmarking, conferencing, progress report activities, and other PBLA training. Closing classes in order to conduct the training should only be considered as a last resort, should other options to continue classes during the training time not be available or feasible. Classroom Instructors could use this time for a range of PBLA-related activities including, but not limited to:

Reviewing learners’ portfolios to ensure they are maintained and organized Short and long-range planning Evaluating assessment tasks and preparing descriptive feedback Developing/modifying rubrics to identify success criteria for assessment

tasks


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Completing end of term learner progress reports Ongoing PD Time for Instructors Once they have completed their initial PBLA training, Classroom Instructors will receive an equivalent of eight (8) hours per school year of release time on an ongoing basis for CLB task calibration, preparation of progress reports, Lead Instructor-led practice reviews and working with other instructors to improve PBLA practices. While it is up to school boards to determine how to distribute the eight (8) hours of release time per school year for instructors once PBLA is in full operation, it is essential that the eight (8) hours provided throughout the school year be organized to meet individual instructors’ ongoing needs in preparing and participating in PBLA-related activities inside and outside of the classroom. Ongoing professional development for instructors is necessary in helping to increase instructor confidence and fostering a positive learning environment that promotes learner success. Professional Development for Instructors It may be helpful to schedule professional development sessions for instructors at the beginning of the school year in order to help manage instructor expectations and develop timelines for PBLA related activities including learner conferencing and progress reports. Below are some considerations for administrators to enhance PD opportunities for their instructors. Collaborative professional learning Instructors may find it helpful to have collaborative professional learning activities. Some strategies for introducing PBLA activities in a phased-in approach and fostering a collaborative professional learning environment include:

Team teaching (co-teaching) and conducting PBLA activities together; Observing and providing feedback on each other’s assessment approaches; Engaging in joint PBLA planning and application activities to synchronize the

introduction of similar elements in their classes; Collaborating on their design and use of PBLA materials and rubrics. Establishing a resource bank with shared materials and templates that

instructors may draw from and adapt in their classrooms;


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Engaging in discussions about common challenges faced in the application of PBLA in their classes, including challenges among shared learners or a learner group.

Allowing for more collaborative opportunities for instructors may help to lessen the support burden on Lead Instructors during the implementation process. This kind of approach may also help to improve an instructor’s feelings of self-efficacy. School boards can locally establish their own resource bank, including sample rubrics that instructors can contribute to, customize and adapt in their individual classes. Another example of collaborative learning activity can include structuring the introduction of PBLA around teams of instructors that share responsibility in their ongoing learning. In any assigned team of instructors, each member could take on a responsibility to coach other members on a specific element and members can engage in discussion on learner progress. These teams can also internally find time to review and provide non-evaluative feedback on each other’s PBLA application tools and classroom practices. Designating a local PBLA resource person for larger programs (e.g. those with 25 learners or more) Administrators may facilitate the PBLA process in their programs by designating additional “resource people” beyond Leads who could act as champions of PBLA and provide support to other instructors, including both Lead and Classroom Instructors. A PBLA champion may be a Lead Instructor, a Classroom Instructor or a support instructor. Administrators may choose to identify PBLA champions based on their individual skills and expertise. This will allow administrators to develop a mechanism for informal dialogue to check in with teams’ progress. Any individual instructor appraisal on PBLA can take into account the progress of their team members as well. This will not only allow instructors to collaborate and learn from one another, but it will serve to validate instructors’ individual skills and contributions. One school board uses a ‘PD Partner’ model, which allows an experienced instructor (who has received training to support the professional development of other instructors) to support their colleagues in a peer mentoring format. This form of collaborative professional learning can allow successful integration of PBLA into the language training program over time. In this model, “PD Partners are available to collaboratively support the instructor’s exploration: they may search out relevant research, recommend resources, observe the class, or help to implement an instructional strategy” (Moving professional learning to classroom practice, p. 19).


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Ongoing CLB recalibration for Instructors Like assessors, instructors need to receive regular training on the Canadian Language Benchmarks, in order to stay up to date and allow for consistency in program delivery. Administrators may provide job-embedded PD, to familiarize instructors with the revised CLB, allowing instructors to reflect on their learning and provide appraisal on instructors’ familiarity with the CLB’s and task-based methodology. An example of this is the Guess That Benchmark! activity (see Appendix B) organized by program administrators at the Ottawa-Carleton District School Board, that provided a hands-on, pragmatic approach to recalibrate instructors to the revised CLB for benchmarking. Making use of available training supports such as online CLB workshops, CLB Bootcamp and CLB toolkit, available through the CCLB website at www.language.ca, will also help to ensure ongoing calibration for instructors.

Roles and Responsibilities

The successful implementation and ongoing management of PBLA in a language training program are contingent on the various roles involved, from administrators, to instructors, to learners. Outlined below are the roles and responsibilities of some key players in the PBLA process to supplement the list of Roles and Responsibilities outlined on page 64 of the CCLB’s PBLA: Guide for Teachers and Programs (2014). Program administrators Program administrators are fundamental to the success of PBLA in their programs. They act as the first champions of PBLA in supporting its implementation in their program, and ensure that PBLA is used in all Adult Non-Credit Language Training courses in their program once it is in full operation. Administrators should work with Lead and Classroom Instructors to find effective approaches to implement PBLA in the full range of course types offered through their program to ensure the core principles of PBLA are respected. Administrators have a learner-centred approach to program planning. They are responsible for selecting outstanding Lead Instructor(s) who are knowledgeable, open to new ideas, and are champions of PBLA. Administrators understand the implications of PBLA within their program, and recognize that change is a long-term process, thereby setting clear expectations and providing the necessary supports for change to take place. The role of program administrator also requires collaboration with instructors on an ongoing basis to ensure they have access to all necessary resources and supports, and to foster an

http://www.language.ca/


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environment for finding positive solutions to challenges that may arise. Administrators also facilitate opportunities for instructors to dialogue and collaborate with colleagues, and engage in purposeful reflection on what they are doing in order to adjust their understanding of learning goals and assessment criteria. It is up to the administrators to facilitate activities that focus on both adjusting instructor practices and the culture of the program to foster an environment conducive to effective PBLA practice.

Regional Coaches Regional Coaches have expertise in CLB-based planning, teaching, assessment, and PBLA. They provide guidance and support to Lead Instructors throughout the PBLA implementation process and continue to serve as key “resource people” on PBLA once it is in full operation to address practical questions or concerns related to the integration of PBLA in a program. However, Regional Coaches are not expected to provide advice on the administration or structure of your school board’s language training program. Questions regarding administrative issues, such as funding or other PBLA operational questions specific to the provincial language training program, should be addressed to the Ontario Ministry of Citizenship, Immigration and International Trade (MCIIT). Lead Instructors Lead Instructors are key supports for successful implementation and ongoing management of PBLA in the Adult Non-Credit Language Training program. As PBLA champions and ‘go-to’ people, Lead Instructors contribute to a positive professional

Helpful hints:

Program administrators are encouraged to join the PBLA administrators group on

Tutela.ca for access to the latest updates, resource sharing, and problem-solving

strategies. This online tool allows for administrators to form groups within their

community to discuss emerging issues, and share information.

Program administrators should direct all questions about PBLA funding and PBLA

operational issues specific to their provincial language training program to MCIIT

(e.g. Lead Instructors’ and Classroom Instructors’ release/planning time, or course

structures and implementing PBLA etc.).


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development culture within their program. After successful completion of PBLA training and certification, Lead Instructors are expected to provide support and guidance to their colleagues in implementing PBLA, but not supervise or manage them. Following successful implementation of PBLA in the program, Lead Instructors will continue to act as key “resource people” on PBLA once it is in full operation in the program. They will be responsible for advising their program administrators regarding successes and emerging issues and liaising with them on how to promote best practices within their program. Below are examples of some activities that Lead Instructors may carry out in their continued support role in ongoing PBLA operations:

Meeting one-on-one with instructors to discuss PBLA-related topics (includes CLB, Task-Based Instruction and Task-based Assessment)

Support and advise program administrators/coordinators as the resource person on PBLA to schedule instructor training, address emerging issues and strategize local program solutions

Facilitating small group, informal discussions or information sharing with colleagues on an ongoing basis

Observing instructors and providing feedback and/or suggestions as a peer/colleague

Team-teaching on occasion Participating in meetings and webinars on the progress of PBLA Supporting Classroom Instructors, particularly in larger classes, in

implementing PBLA – including conferencing with learners. It is important to note that the role of the Lead Instructor is not to necessarily be the experts on PBLA after their training and using PBLA in the classroom. Rather, the role of the Lead Instructor is to continue to problem solve and introduce creativity in trying out different demonstrations and practices (applicable to the CLB levels) in their own classrooms, while sharing the best practices with their colleagues. Lead Instructors should continue to encourage their colleagues to take on these practices as examples, so Classroom Instructors can test out approaches that are more efficient or effective in achieving stated demonstrative goals within their own classroom settings. In addition to this, Lead Instructors should continue providing non-evaluative feedback, guidance and support to their colleagues in the roll-out and ongoing use of PBLA in the broader program. The nature of the current Lead Instructor training pathway provides Lead Instructors with the knowledge to be the PBLA champions rather than experts on PBLA.


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Classroom Instructors Classroom Instructors continue planning instruction and assessing and tracking learner progress, using a learner-centred, task-based approach consistent with PBLA. Classroom Instructors continue to receive support and guidance from their Lead Instructors. Classroom Instructors should work with Administrators to find effective approaches to implement PBLA in the full range of course types offered through their program to ensure the core principles of PBLA are respected. Classroom Instructors integrate language assessment into their short- and long-range plans, and schedule time each week (both within the 55 minutes per hour of instruction time and the 5 minutes per hour of PBLA planning time) for PBLA related activities, including assessing tasks, providing descriptive and action-focused feedback, benchmarking learners (using the CLB Profiles of Ability) and conferencing with learners.

Helpful hints:

Lead Instructors will continue to guide and act as key resource people on PBLA

once it is in full operation, and continue to provide non-evaluative feedback and

guidance and support to their colleagues on best practices.

Lead Instructors are encouraged to join the PBLA administrators group on

Tutela.ca for access to the latest updates, resource sharing, and problem-

solving strategies.

Helpful hints:

Instructors may require ongoing training and support on specific PBLA-related tasks such

as creating rubrics. Support may be provided through Tutela.ca and other networking

opportunities with colleagues who can provide guidance on on-going assessments.

Awareness of available resources such as the Ontario Curriculum Guidelines, the revised

CLB and its toolkit with exemplars, online CLB Bootcamp and workshops, as well as online

planning tools such as Quartz, is essential in familiarizing and supporting instructors with

PBLA practices.

Once PBLA is in full operation, instructors may benefit from being paired with a PBLA

mentor for ongoing support. A PBLA mentor can be a colleague who has successfully

implemented PBLA in the classroom, and therefore can also offer practical ongoing

assistance.

If an instructor experiences difficulty in managing time for PBLA tasks such as progress

reports, an administrator can discuss possible strategies to provide the instructor more in-

class time to complete tasks. Some strategies that have proven to be successful include

team teaching and inviting guest speakers into the classroom.


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Learners PBLA aims to provide greater autonomy to learners in their language acquisition. Through PBLA, learners are encouraged to identify and work toward achieving their goals for learning English or French, and take greater responsibility for their learning. Learners are responsible for attending classes regularly, and arriving on time for the beginning of and remaining until the end of the class. Learners are expected to engage sufficiently and appropriately in all ongoing PBLA-related activities in the class. This includes activities such as building and safekeeping their portfolio and the Language Companion binder. As new learners are continuously arriving, some will be more experienced in the use of PBLA and its process than others. For new learners, it will take some time to grasp PBLA and gain more autonomy in their own learning process. In order to become familiar and comfortable with in-class PBLA assessments, and completing assessment tasks with minimum supervision by the instructor, it is important that learners work together and support one another in the classroom. Instructors are encouraged to foster a collaborative learning environment where learners who are more experienced and comfortable with the use of PBLA provide support to those who are new to the process.


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PBLA-Related Resources

Portfolio-Based Language Assessment (PBLA): Guide for Teachers and Programs (CCLB 2014 Edition)

This is a key document that outlines conditions and provides pedagogical suggestions for successful implementation of PBLA in the program.

The Canadian Language Benchmarks 2012

This document will help ESL instructors to have a clear understanding of the Canadian Language Benchmarks.

The Canadian Language Benchmarks 2000: Guide to Implementation

This document supports program administrators in planning for successful PBLA Implementation.

CCLB Bootcamp This online training, structured around three modules, will help instructors consolidate their CLB expertise for use within a PBLA environment. Module three focuses specifically on PBLA.

The CLB Support Kit

A resource intended for instructors that provides samples and guidance on using the CLB.

Integrating CLB Assessment into Your ESL Classroom

A resource intended for instructors that offers samples of assessment tasks and provides direction on how to complete assessments appropriate for each CLB Benchmark.

Learner Companion Guide

A key resource for learners that has been developed in conjunction with PBLA and is designed to support language learning and settlement.

Tutela.ca An online platform for administrators and instructors that offers a variety of PBLA-related resources, including webinars discussing strategies for managing PBLA in the classroom and best practices.

Implementation Package for Administrators and Lead Instructors This package is intended for Program Administrators and Lead Instructors to help in planning and delivering professional development for instructors to prepare them for PBLA implementation in the classroom.


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Frequently Asked Questions

Administrators

1. How can I convince my instructors of the benefits of PBLA? There are many benefits to PBLA, for both instructors and learners including, but not limited to: Instructors

Simplified planning and instruction More productive class time, yielding tangible evidence of learner progress Eliminate guesswork and anxiety surrounding assessments and decisions

regarding benchmark changes Increased ability to track learner progress Increased learner accountability for progress

Learners Increased independence Increased ability to identify and achieve learning goals Greater accuracy in their assessments, with more descriptive and action-

focused feedback More learner-centred program delivery

Instructors who facilitate portfolio-building over a period of even a single term will likely see clear evidence of learner progress.

2. Will PBLA require a significant change in current assessment practices used by

instructors? The concepts of planning and instruction based on the CLB/NCLC framework, and task-based assessment are likely already familiar to Adult Non-Credit Language Training Program instructors and part of their current work. However, PBLA may introduce specific approaches and protocols that are different from their current practice. For example, if an instructor was previously only using summative, end of term evaluations to assess learner progress and determine their placement in the following term, PBLA will involve a change in the use and frequency of assessment.

3. What kind of PD will be provided to help Classroom Instructors understand and implement PBLA? Will instructors be paid for their participation? In addition to the phases of training provided by Regional Coaches and Lead Instructors, there are opportunities to attend PD at TESL Ontario conferences as


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well as on-line webinars and resources available through Tutela.ca and others. As described in the operational guidelines, Classroom Instructors will be provided for release time for their participation in direct training provided by their Lead Instructors that occurs during regular class hours, but they should also be encouraged to seek out any additional PD opportunities, including those on-line, to facilitate their championing and implementation of PBLA.

4. How will Lead Instructors be compensated if their PBLA workload exceeds 5 hours per week? The 5 hours of release time or compensation for Lead Instructors per week is an “up to” figure based on work done outside classroom hours that is demonstrably related to PBLA implementation. The actual time spent could vary from week to week and program administrators have flexibility to work with their Lead Instructors on how to budget/schedule their time.

5. Will there be prep time/additional time outside the classroom funded for Classroom Instructors to complete their PBLA activities with their learners? Classroom Instructors should integrate assessment for and of learning, including PBLA approaches, into the teaching/learning cycle, with guidance and support from Lead Instructors and Program Administrators. Instructors will also be able to use an equivalent of approximately five (5) minutes per hour of instruction, once they begin implementing elements of PBLA in their own classes, to undertake their own planning, and conferencing in support of PBLA implementation in their classes. Please see the section on ‘Professional Development and Instructor Support for PBLA Implementation’ for more details.

Instructors

1. Is PBLA a new curriculum? No. PBLA is a learner-centric, task and outcome-based approach to ongoing learner progress assessment. In the coming months, the Ontario Curriculum Guidelines for the Adult Non-Credit Language Training Program will be introduced as the curriculum guidelines for the provincial language training program. It will include both a document outlining Keystones concepts for the language training program, as well as an online portal (called ‘Quartz’) to provide a step-by-step approach for instructors to prepare course, unit and lesson plans directly aligned to the PBLA approach to learner assessment.


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2. Will PBLA replace my current course lesson plans? Not necessarily, but it is important that lessons build towards generating regular portfolio entries, promoting skill-using activities, such as real-life tasks, and reducing emphasis on skill-building activities, such as grammar or spelling. With a learner-centric and task and outcome-based approach to instruction, this will be achievable.

3. I already keep learner files with a collection of their work through the term. Is that the same as PBLA? Any current practice in maintaining learner portfolios will certainly support the transition to PBLA. One area that may change is that learners keep evidence of CLB outcomes in their Language Companion binders to be reviewed and discussed with their instructors on an ongoing basis rather than instructors. PBLA portfolios will also be kept in Language Companion binders with Classroom Instructors also keeping copies of selected evidence/PBLA artefacts to show progress in their CLB/NCLC skill levels. PBLA may also involve adjust the types of artefacts that are included in the portfolio.

4. When should I hand out the Language Companion binder? This decision is at the discretion of the school board administrator(s) in collaboration with instructors. Some may choose to distribute the Language Companion binders during the first class of the term, so as to begin implementing PBLA as soon as possible. Others may decide to wait until other beginning-of-term activities have taken place and any potential learner arrivals or departures have been settled (could be 1-2 weeks after the beginning of the course, depending on the course structure) to help ensure that only learners who demonstrate an intent to remain in the class receive a portfolio to minimize any potential loss of binders.

5. How many pieces of evidence for each skill need to be in a learner’s portfolio? And how often should learners add entries/evidence to their portfolios? Given the variety of ESL course models, it may not always be possible for instructors to gather the recommended 8-10 demonstrations within a course. This applies particularly to courses where PBLA is just being introduced. However, instructors are expected to work toward collecting 8-10 demonstrations per learner for each of the four skill areas in a course. Instructors should not necessarily focus on a fixed or specific number of artefacts or demonstrations, given the range of different course structures in the Adult Non-Credit Language Training Program. Instead, instructors should try to facilitate the accumulation of as much valuable evidence as possible across multiple competencies within each of the four skills and strive to continuously


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improve their delivery of PBLA and of lessons and activities that produce portfolio-worthy evidence. In any event, it is an effective practice to schedule assessments or expected demonstrations and introduce them to learners at the beginning of the course through a course syllabus. Program administrators and instructors are encouraged to work together to establish the number of demonstrations needed to fairly and accurately assess learner progress in a given course.

6. What kind of things should NOT go in a learner’s portfolio? Only activities that correspond to the CLB/NCLC and serve as clear, demonstrable evidence of CLB/NCLC outcomes and performance criteria should be put in portfolios. That being said, instructors should take the time to regularly meet with learners and review their portfolios to ensure that the most indicative evidence of benchmark completion is included. More information and suggestions on this topic can be found in the CCLB’s PBLA Guide for Teachers and Programs in the section on ‘PBLA: Throughout the Term’.

7. What happens if a learner loses their portfolio/Language Companion binder? It is the learner’s responsibility to keep and maintain their portfolio. It may be safer to provide learners with storage inside their classroom to keep their portfolios, if they wish. Learners who lose their portfolios should be expected to prepare a new container or binder for their continued participation in PBLA, and instructors should assist in this process by providing any available material that was assigned prior to the loss, to rebuild the learner’s portfolio. If additional costs may be incurred by rebuilding a lost portfolio, learners should be informed of this in advance.

8. How can I make sure learners are only receiving one Language Companion binder? It makes sense for instructors to keep a sign out/received list where learners can sign to confirm receipt of their Language Companion binder. With continuous intake, new learners will also need to be added to such a list as they arrive. Strategies and organizational systems for the implementation of PBLA are something that should be discussed with Lead Instructors and Program Administrators. Solutions are being developed to track the issuance of binders and inserts to learners. School boards will be provided with further details once these become available.

9. Where can I find sample rubrics and activities to be used in portfolios? Sample rubrics and activities should be available from Lead Instructors who have completed their training, as well as online at various websites/resource repositories, including Tutela.ca. Instructors are also encouraged to develop and


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test their own activities and rubrics with their learners, and share these with their colleagues, Lead Instructors and Program Administrators.

10. What should I do with learners who enter the course after I’ve already completed many PBLA activities/entries with my learners? Learners who join a class any time after the beginning of the term should be provided with a Language Companion binder and their first portfolio entry could simply be the next entry the class is working on.

11. I can see how writing and reading assessments can be added to a portfolio, but what about speaking and listening assessments? Speaking and listening activities and assessments that are not paper-based, do not lend themselves as easily as reading and writing tasks to being put in a binder. This is where well-developed rubrics that evaluate speaking and listening tasks are essential. Rubrics added to portfolios should be detailed and specific in their criteria and clear enough for a learner’s future instructor(s) to interpret and build upon.

12. How will I make time to review each learner’s portfolio with them? Classroom Instructors should become comfortable assigning learner-centric activities that can occur simultaneously to individual learner-instructor conferences. Strategies for the successful delivery of this are something that colleagues and Lead Instructors can assist with.

13. (How) Can portfolios be used for low-beginner and literacy learners? Even learners in the lowest CLB levels can produce evidence that could be included in portfolios. Because they may not be able to produce evidence at the rate of higher-level learners, and since their progress may be more incremental and gradual, they can be expected to produce fewer demonstrations for inclusion in the portfolio.

14. Do I have the flexibility/choice of using PBLA in certain ESL/FSL courses but not others? PBLA is intended to be implemented in all courses in the Adult Non-Credit Language Training Programs. The championing of PBLA should produce a situation whereby PBLA is the preferred method of assessment, and instructors use PBLA exclusively and as much as possible. Should the need arise to adjust any PBLA approaches or protocols to accommodate to a particular course structure, the program administrator should communicate with the Language Training Unit of the Ontario Ministry of Citizenship, Immigration and International Trade.


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Learners

1. Do I have to keep a portfolio? Keeping an organized and growing portfolio is the best way for your instructor(s) to evaluate your progress and support your learning.

2. What happens if I lose my portfolio/language companion binder? You may not receive a new language companion, but can perhaps arrange for your instructor to re-print the content you lost, so that you may create and keep a new portfolio. Learners may be required to pay for costs incurred by this second printing.

3. Should I take my portfolio home with me each day? This will depend on the protocols in place in each school board and will depend on the availability of storage space. However, learners are encouraged, where possible, to keep their portfolios with them since they are responsible for keeping and maintaining them.

4. Can I add things to my portfolio that were not assigned by my instructor? Absolutely! PBLA is meant to foster your independence as a learner and provide an opportunity for you to take ownership of your learning. Additionally, this is your portfolio and you are encouraged to share any evidence of your language progress with your instructor.

5. Can I keep my portfolio electronically, on a USB key or saved to a cloud? This is a great idea to discuss with your instructor, as they will need to help you organize it. With your instructor’s assistance, including electronic copies of assignments and evaluations, an e-portfolio can be a great way to embrace 21st century language learning.


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Appendix A

The information below is intended to provide guidelines on supporting learners who transfer from a school board/provider or course where PBLA is being implemented to one where PBLA has not yet been introduced. One main question involves the PBLA Language Companion binder. This binder is provided to all students/learners in ESL or LINC courses where PBLA is being implemented. A student/learner transferring from a program/provider where PBLA has been implemented to one where it has not yet been implemented may bring their Language Companion with them with the expectation that they will continue to use it to track their own learning progress in their new course(s). However, since the instructor would not yet have received the required training to implement PBLA practices in their classroom, many of the elements of PBLA (e.g. conferencing) may not be in place. In order to help ease the transition for learners and avoid potential confusion, the table below provides some suggestions for administrators, instructors and learners on how to handle such a situation, should it arise. Learners transferring from a PBLA

course to a non-PBLA course within the same

program/provider

Learners transferring from a PBLA program/provider to a non-PBLA

program/provider

Program administrators

Encourage learners to continue in the course with the same instructor (if possible)

Network with other programs and allow students/learners to transition between courses where PBLA is implemented

Make sure instructors of non-PBLA course are aware of Language Companion binders and their role in PBLA

Be aware of learners that have a PBLA Language Companion binder with them

Ask to see the language portfolio of newly registering learners if they have previously attended another government-funded program or have transferred from another class in the school

Make sure instructors are aware of Language Companion binders and their role in PBLA

Instructors Instructors who are confident in trying out PBLA prior to receiving training are encouraged to review and become familiar with learner’s language learning portfolio, and consult with teachers/instructors who have already received or are receiving

Ask to review the learner’s previously completed demonstrations for each skill section, assessments that have been added to one or more skill area, the needs assessment and goal statement, and self-assessment and learning


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PBLA training on using the PBLA for benchmarking activities

Use the materials available in the PBLA Language Companion binders to ensure continuity of language training for the learners involved

Meet with colleagues and program administrator(s) at the end of the term to discuss assessment and possible transfer of learners to a PBLA course

reflections to become familiar with the goals and needs of the learners

Review the learner’s progress report that is included (with or without proficiency benchmarks) that would summarize the progress made by the student/learner at the point when they left their last language program/provider

Optional: Have the learner complete some language tasks to demonstrate their four skills when they begin the program (given they do not already have a sufficient entering sample from their previous course or program)

Learners Hold on to the Language Companion binder that contains their language learning portfolio to reflect on the progress made since entry into the new course

Continue to use Language Companion binders to keep track of completed tasks and assessments in the new course

Learners who are not comfortable using PBLA on their own may gather language learning samples in the “Other” section of the binder, including rubrics and/or other instructional materials, or

Learners who are comfortable using PBLA on their own may gather tasks in the correct section of their language learning portfolio, keep a record of inventories, etc.

Hold on to the Language Companion binder that contains their language learning portfolio to reflect on the progress made since entry into the new program

Continue to use Language Companion binders to keep track of completed tasks and assessments in the new course

Learners who are not comfortable using PBLA on their own may gather language learning samples in the “Other” section of the binder, including rubrics and/or other instructional materials, or

Learners who are comfortable using PBLA on their own may gather tasks in the correct section of their language learning portfolio, keep a record of inventories, etc.


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Appendix B

PD Activity: Guess That Benchmark! Initial Re-calibration to the CLB

Ottawa Carleton District School Board

Background Information:

We wanted to offer PD to our staff about the revised CLB that was hands on, pragmatic, self-reflective etc.

Process:

• The attached game sheet was sent to each instructor

• Each week an email was sent out with attachment of a writing or speaking exemplar with the BM whitened out at the top of the page. This was sent in an email along with a colour scanned copy of the 1 - 4 Profile of Abilities and instructors were asked to Guess that Benchmark! based on the Profile of Abilities descriptors

• They wrote their guess on the attached sheet and tore off the ticket to enter their name in a jar (one at each site) for a prize

• At the end of the week, I sent an email with the right answer and an attachment of a scanned colour copy of the appropriate Competency writing or speaking BM pages from the revised CLB. Instructors were asked to reflect on their guess. I would also draw their attention to what I found interesting.

• The next week I sent out another writing or speaking exemplar. For the speaking exemplar one of my staff was able to save only the audio file (minus the video) so that instructors did not know what the level was. I sent out the Profile of Ability range for that stage for speaking and repeated the process.

• We did this for about 9 weeks and then culminated the process with a PD day on the revised CLB. They then broke out into groups by level or CLB stage to discuss what they learned, what they liked etc. They also shared a great example of a portfolio from their class.

It was with this process that we started down that road of that initial re-calibration to the CLB for all instructors. Most instructors identified that their expectations were far too high. The PD was fantastic and made me realize that somehow we had to find a way of regularly recalibrating the staff to the CLB.

This is a great example of how to re-calibrate your staff to the CLB. The on-going challenge has to do with on-going re-calibration. We are hoping that this will be accomplished with the CLB checklist that our staff created to help track what students are actually able to do as they go through the semester.

Ottawa Carleton District School Board

Revised June 1, 2015

Documents

Portfolio-Based Language Assessment Operational Guidelines ... · PDF filePortfolio-Based Language Assessment Operational Guidelines for ... Language Training program and the federal