ESOL Initial Assessment Main Pack - Education Scotland
Crown copyright 2010
ContentsIntroductionHow to use the ESOL initial assessment material . 2How to conduct the assessment. 7One-to-one assessment . 8Group assessment . 10ESOL literacy learners . 13Learner placement . 14Jagged profiles . 15Informing the learner of the outcome . 16Assessing the learnerSection 1: Assessing speaking and listening . 17Procedures . 17Materials and assessment guide . 17Learner information form . 18Learner information form . 23Section 2: Assessing reading . 27Procedures . 27Tasks . 29Answers . 37Section 3: Assessing writing. 39Procedures . 39Tasks . 40Assessment guide . 43Section 4: Assessing literacy . 44Procedures . 44Materials . 44AppendicesAppendix 1: SCQF Framework and Levels Equivalents . 50Appendix 2: Speaking and listening exemplars (including videos) . 52Appendix 3: Writing exemplars . 59Appendix 4: Information relating to initial assessment andapplications for naturalisation and settlement . 871
ESOL Initial Assessment: introductionThis guide was produced by the Scottish Government’s Lifelong LearningDirectorate in 2010 to support practitioners to undertake initial assessment withtheir learners. Its aim is to help standardise initial assessment approaches, sothat the learner can be placed in the appropriate provision.It is recommended that providers adopt the principles, approaches and ESOLlevels within the guide, and adopt or adapt the assessment materials to suitinitial assessment procedures within their organisation. This revised editiontakes account of the changes to SQA 1 qualifications.These materials are designed to be used in a wide variety of contexts andsettings to assess learners from ESOL literacies beginners to entry tovocational and academic programmes of learning/courses. They can be usedby providers across all sectors including colleges, community, voluntaryorganisations and schools.The guidance and materials in this pack are based on the principle that themain purpose of initial assessment is to ensure that all ESOL learners areplaced in the most appropriate learning opportunity in order to make progresstowards their specific language learning objectives and to achieve theirpersonal, educational or employment goals. Initial assessment is the first stagein a process of diagnostic assessment and the development of an IndividualLearning Plan (ILP).This guide contains materials to assess all four skills: speaking, listening,reading and writing. Speaking and listening are assessed through a learnerinterview, which also plays a vital role in gathering information about thelearner’s past experience and in establishing their aims and aspirations for thefuture.This guide uses the table (Appendix 1 (page 50)) to relate the outcome of theinitial assessment process to SCQF 2 levels.The levels for each skill are matched against the SCQF and SQA NQ ESOLlevels, both of which are derived from the Common European Framework(CEF). 3 There are exemplars of the interview, the assessment of speaking and123Scottish Qualifications Authority http://www.sqa.org.uk/Scottish Credit and Qualifications Framework (SCQF) http://www.scqf.org.uk/The Common European Framework http://www.coe.int/t/dg4/linguistic/CADRE EN.asp2
ESOL Initial Assessment: introductionlistening, and of learners’ writing to support standardisation. Detailedcommentaries accompany the exemplars and are matched to the assessmentcriteria used. Grammar is assessed through the tasks completed by the learnerin the productive skills of speaking and writing and reference is made to therange of structures used and accuracy of production in the accompanyingexemplars (Appendix 2 (page 52) and 3 (page 59)).The assessment can be used with individual learners or with groups, anddetailed information on how to conduct the assessment in different scenarios isgiven to support the process.ESOL learners with dyslexia 4It is also worth considering the possibility that some ESOL learners may have aspecific learning difficulty such as dyslexia. Assessors should be aware of thecommon characteristics of adult dyslexia and discuss learning preferences withthe learner at the outcome stage of their assessment. This should be recordedon the Learner Information ies/dyslexiacharacteristics3
ESOL Initial Assessment: introductionWhat is effective practice in initialassessment?The following examples of effective practicehave been incorporated into this guide:Responsibilities of the organisation andthe ESOL tutor/teacher Learners should always be assessedby a qualified and experienced ESOLtutor/teacher.ESOL staff must be familiar with the materials, criteria and levels used andshould use the exemplars to standardise.Staff new to the organisation should always have the opportunity toobserve an experienced ESOL tutor carrying out initial assessment.Staff carrying out initial assessment should match the learner to theappropriate learning opportunity and consider future progression routes.As well as gathering information on the level of the learners’ skills inreading, writing, speaking and listening, the tutor/teacher should be takingaccount of levels of confidence, attitudes to learning and preferredlearning styles. These factors will inform decisions about the mostappropriate learning opportunity.Staff should also be sensitive to any key cultural, social or religiousconcerns that learners may have about particular learningprogrammes/courses.Conducting the initial assessment Staff need to be aware that learners may be very nervous and that thismay be their first contact with the Scottish education system or, indeedany form of organised learning.In all organisations, a key part of the process is an interview and this mustbe set up to put learners at ease and to build confidence in their abilities.It is essential that the tutor/teacher gives a clear explanation of thepurpose and process so the learner understands why questions are beingasked.The tutor/teacher should create an environment which puts the learners atease. Translators and interpreters should be used as necessary.Listening, speaking, reading and writing should be assessed to establish alevel in each skill.Learners should be given feedback on the initial assessment in a way thatbuilds their confidence and they should be clear about what the next stepswill be.There should always be an opportunity for the learner to ask questionsabout the learning opportunities available and the tutor/teacher shouldprovide clear information about any alternatives.Learners should leave the initial assessment with a document that clearlyindicates when and where they were assessed, their level andrecommended learning opportunities.4
ESOL Initial Assessment: introductionAfter the initial assessment Further diagnostic assessment should take place when the learner joins alearning programme to ensure that they are on the right course. If thelearner is not on the most suitable course, arrangements should be madeto transfer him/her, ensuring that any ILP goes with the learner.The information gathered during the initial assessment process shouldalways be given to the tutor/teacher who will be tutoring/teaching thelearner to begin the process of building an ILP.5
ESOL Initial Assessment: how to use the guideIn this initial assessment, all four skills - speaking, listening, reading and writing- are assessed.Speaking and listening are assessed through a short interview with the learnerand a judgement is made about level using criteria provided. This part of theassessment has two aims: to assess the level of the learner’s speaking and listening skills to begin to build up a profile of the learner’s needs and goals.This is just the start of the process of building a profile which will continue whenthe learner has been placed in a suitable learning programme/course.Reading is assessed through a series of texts that gradually increase indifficulty. There is an easy to use guide on how to mark these and match tolevel.Writing is assessed though a short written task and a judgement is made aboutlevel, again using criteria provided. The assessor may wish to talk about thesubject of the written task with the learner beforehand, which in turn could helpgenerate ideas for the learner to use in his/her writing. This will eliminate theworry of “what can I write?” and allow the learner to focus on “how can I writeabout this topic?”6
ESOL Initial Assessment: how to use the guideHow to conduct the assessmentThe materials in this guide are designed to be used by a qualified6 ESOLtutor/teacher so, whether the assessment is conducted on a one-to-one basis orwith groups of learners, it is essential that your organisation complies with thisrequirement.In order to make potential learners feel welcome and as relaxed as possible,you may want to consider some of the following factors: display welcome signs in different languages (see example below) make the location of the assessment as comfortable as possible organise a waiting area with refreshments and information for learners organise the layout for the interview so that it does not feel too formal forthe learner. provide a toy box for any children that accompany their parents to theassessment.6Qualified to SCQF Level 8/9 in teaching ESOL7
ESOL Initial Assessment: how to use the guideOne-to-one assessmentBefore you start the assessment, you should explain the procedure and the aimof the assessment to the learner. Make it clear that this is not a test or exam,but a means to discover their level of English, their learning needs and theirgoals, in order to find the most appropriate learning opportunity for them.It is recommended that you begin the process with the speaking and listeningstage to put the learner at ease and also to help you, the interviewer, determinewhich reading and writing tasks to give the learner.You should carry out the speaking and listening assessment in a relaxed andinformal manner to help the learner feel comfortable and secure (see thesection on speaking and listening for more detail (page 17)). Once this iscompleted, you should assess the skills of the learner according to the criteria(see pages 20 - 22). When you have made a decision about the level youshould mark it on the learner information form.The next stage of the process is to assess reading skills. You canask the learner to start from the beginning of the texts and work through inorder. However, where possible, if you are more confident about level, you canask the learner to start at a particular text. The learner should complete asmany of the texts as appropriate. See the section on reading for more detail(page 27).The final stage of assessment is the writing task. You should decide which taskto give the learner based on the results of the speaking and listeningassessment and the reading assessment. Give the learner a time limit of twentyminutes to complete the task. See the section on writing for more detail (page39).Record the results of the assessment on the learner information form. Oncedone, you should be able to recommend an appropriate learning opportunityand level for the learner. See the section on learner placement (page 14) formore information.Finally, you should check that the learner does not have any more questionsand clearly understands the outcome of the process. Then you give the learnera copy of the shorter version of the learner information form.Please see diagram on the following page.8
ESOL Initial Assessment: how to use the guideOne-to-one assessmentGreet learner and put at easeExplain purpose and content of assessmentConduct interview to fill in learner information form(page 23)Ask graded questions and hold conversation withlearnerDecide on listening and speaking level and note onlearner information formDecide on reading text to give to learner and give 10minutes for the textMark reading texts and note level on learnerinformation formGive the learner a writing task and 20 minutes tocompleteUse writing criteria to mark and note level on thelearner information formGive learner feedback and discuss learningopportunitiesProvide learner with copy of the shortened learnerinformation form (page 25) to take with them9
ESOL Initial Assessment: how to use the guideGroup assessmentAlthough it is best if the speaking and listening assessment is conducted at thebeginning of the assessment process, it is not always possible to do this whenassessing a group of learners. Group interviews will require at least twointerviewers, and if a group of more than twelve learners is being assessed,then more interviewers will be needed.When a group of learners is being assessed, it is important to put them at easeand explain the process to them. Explain that this is not a test or exam, but ameans to discover their level of English, their learning needs, and their goals inorder to find the most appropriate learning opportunity for them. Explain thatduring the assessment they will be assessed on their speaking and listening,reading and writing.With a group situation there are two possible options. You could:a)b)Start with the writing task. Learners can self-select a task, you can select atask for them or you can ask them all to start with task 2. Whilst they aredoing this, you can take individual learners to another room to completethe interview.Start with the reading task. Learners can self-select a task or you can askthem to read all tasks from the beginning until they become too difficult(see section on reading (page 27) for more details). Whilst they are doingthis, you can take individual learners to another room to assess speakingand listening.With larger groups, it may be necessary for learners to complete both thereading and the writing tasks before they are interviewed. If this is the case,then the second task that is given to the learner should be based on theirperformance in the first assessment.If it is not possible to check the learners’ reading before they start the writingassessment, you can ask them to self-select the writing task to complete. If youfeel that the learner has completed the wrong writing assessment, you can stillassess the writing done by the learner at a higher or lower level.For more details, please see the sections on speaking and listening, readingand writing.Record the results of each learner’s assessment on the learner informationform. You should then be able to recommend an appropriate learningopportunity and level for the learner. See the section on learner placement(page 14) for more information.Finally, you should check if the learner has any questions and clearlyunderstands the outcome of the process. Then you give the learner a copy ofthe shorter version of the learner information form (page 25).Please see diagram on the following page.10
ESOL Initial Assessment: how to use the guideGroup assessment: completing writing task firstGreet learners and put at easeExplain purpose and content of assessmentAsk learners to complete awriting taskWhile other learners arereading or writing takeindividuals out to complete thelistening or speakingassessmentConduct interview to fill in thelearner information formAsk graded questions and holdconversation with learnerDecide on listening andspeaking level and mark onlearner information formDiscuss learning opportunitiesAsk learners to completereading texts – either readall from beginning or selfselectMark reading and writingcomponent and note levelon the learner informationformAsk learner to return to room tocomplete reading and writingassessment if not done yetProvide learner with a copy ofthe shortened learnerinformation form (page 25)11
ESOL Initial Assessment: how to use the guideGroup assessment: completing reading task firstGreet learners and put at easeExplain purpose and content of assessmentAsk learners to completereading texts – either readall from beginning or selfselectWhile other learners arereading or writing takeindividuals out to completelistening or speakingassessmentConduct interview to fill inlearner information formAsk graded questions and holdconversation with learnerDecide on listening andspeaking level and mark on thelearner information formDiscuss learning opportunitiesAsk learners to complete awriting taskAsk learner to return to room tocomplete reading and writingassessment if not done yetMark reading and writingcomponent and note levelon the learner informationformProvide learner with a copy ofthe shortened learnerinformation form12
ESOL Initial Assessment: how to use the guideESOL literacy learnersIt is important to try to identify learners with literacy issues soon after they arrivefor the assessment. If this is not done, the learners may be faced with anassessment they cannot understand and as a result become stressed andanxious.It is easier to do this in a one-to-one situation as you can spend more time withthe learner and notice more easily if they have difficulties with the tasks. Once aliteracy need has been identified, you should proceed with the assessment ofliteracy (see page 44).It can be more difficult to identify a literacy learner in a group situation, but it ismore important to identify immediately. It could be very stressful for a learnerwho is sitting in a room with other learners and is unable to complete any of thetasks if the assessor does not notice this barrier. After handing out the readingor writing task to the learners, you (and the other interviewers/assessors)should spend a few minutes checking that each learner is comfortable withdoing the task. Once a literacy issue has been identified, you should proceedwith the assessment of literacy (see page 44).Unlike the reading and writing component of the assessment, the literacycomponent requires someone to sit with the learner and work through the tasktogether. If there are literacy learners in a group situation, you should considerextra support for assessing the literacy learners. If this is not possible, youshould quickly set up the other learners with the reading and writing tasks andwork quietly with the literacy learner before starting the listening and speakingassessments with the other learners.13
ESOL Initial Assessment: how to use the guideLearner placementOnce the learner has completed all parts of the assessment, you need to makea decision about the level of the learner. When you have made your decisionyou can complete the results page on the learner information form by ticking thecorrect level of the four skills (pages 24-25).Based on the interview, you should be able to identify on the learner informationform the most suitable learning opportunity for the learner. It may be possiblethat you do not have an appropriate learning opportunity available for thelearner and feel they are more suited to a learning opportunity with anotherorganisation. If this is the case, you should refer the learner to the neworganisation and give them their learner information form to take with them.You should write the recommended programme/course and level in the last boxon the form. Complete this part with the learner. The level at which the learneris assessed should also be recorded on the front of the form, as this is requiredif the learner is applying for naturalisation or settlement (Citizenship or IndefiniteLeave to Remain). See the section on Informing the learner of the outcome onpage 16 for more information. The learner information form must always bepassed on to the learner’s new tutor/teacher and a copy should be given to thelearner.Levels used are based on the SCQF and SQA NQ ESOL levels. However,providers using other levels such as English as a Foreign Language (EFL) orlevels matched to exam boards can consult the equivalence table in Appendix 1(page 50).14
ESOL Initial Assessment: how to use the guideJagged profilesIn an ideal situation, learners’ skills will be assessed at the same or very similarlevels. However, many learners present with a jagged profile, showing verydifferent levels across the four skills. When this happens, it can be more difficultto make a decision on level.Some learners have good listening, speaking and reading skills, but manage farless when it comes to writing. For some of these learners the differencebetween their own writing system and English could be the cause of this; forexample, Arabic speakers have a different script. In these cases, the learner’slower level of writing should not influence the interviewer too much, as it is morean indication of a particular skills issue rather than a reflection on their overalllanguage level.However, in some cases the learner may be very fluent orally but haveinaccurate writing skills. This type of learner may have been in an Englishspeaking country for some time, but had no formal English language tuition andpicked up their English as they went along; in which case a lower level of writingmay be more significant, as inaccurate writing reflects the inaccuracy in theirlanguage generally.Another reason for difficulties in reading and writing could be dyslexia. In thiscase, it would be useful to know if the learner has difficulties with reading,spelling and writing in his/her first language.Other learners may be very good at reading and writing, but weaker atspeaking. This could be because of their culture and previous learningexperiences; for example, a Chinese learner who was not given the opportunityto speak in class in China. This learner may just need more confidence andencouragement and a lower result in the speaking assessment may not besignificant in terms of placing the learner.It is not possible to describe all possible scenarios and outcomes in this guide.The interview should always take into account: first language, culturalbackground, previous learning experience, the learner’s own reasons forwanting to learn English and the range of learning opportunities in which s/hecan be placed before making a decision.An experienced ESOL practitioner may be able to anticipate certain languagelearning difficulties of particular groups of learners, which can help with theassessment process. There are also resources 5 that can inform the assessor ofthese language learning traits.The ESOL Curriculum Framework illustrates how all aspects of a learner’s lifeimpact on current and future language development and should be consideredwhen developing an ILP with a learner.5ndLearner English: A Teacher’s Guide to Interference and Other Problems (2 Edition); MichaelSwan and Bernard Smith, Cambridge University Press15
ESOL Initial Assessment: how to use the guideInforming the learner of the outcomeOnce the learner has completed all parts of the assessment, you should informhim/her and explain the outcome of their assessment. The learner should beinformed of their level, the range of learning opportunities on offer and the mostappropriate one for them. You should bear in mind that your organisation maynot be able to offer the most appropriate opportunities as identified by you; inthis case refer the learner to another provider. The procedure for this will varyfrom provider to provider.The learner information form must always be passed on to the learner’s newtutor/teacher and you should also give a copy to the learner.16
ESOL Initial Assessment: speaking and listeningAssessing speaking and listeningSpeaking and listening are assessed through a short interview with the learner.This part of the assessment has two aims: to assess the level of the learner’sspeaking and listening skills and to begin to build up a profile of the learner’sneeds and goals. This is just the start of the process of building a profile whichwill continue when the learner has been placed in learning programme.Communicative skills are also being assessed, so it is important to rememberthat the conversation stage is approached, as much as possible, as a two-waycommunicative exchange, and not as a series of questions and answers. Youshould respond and interact, as well as offer comments to further develop theinteraction. At more advanced levels (question sets D (page 21) and E (page22)), you should encourage the learner to speak at some length on each topicto show their full range of language abilities.Procedures The listening and speaking component of the initial assessment will beconducted on a one-to-one basis.You should be familiar with the materials before the interview takes place.The interview room should be set up in a welcoming, non-threateningfashion. Ideally, the learner and interviewer should sit adjacent to eachother.You should show sensitivity to the different cultural backgrounds of thelearners. For example, handshaking between men and women in Muslimculture is not customary.Be aware of the fact that for some learners this will be a very new anddifferent experience and they may not be used to giving opinions or talkingabout themselves in such a situation.Each interview will last approximately ten minutes. This time includes thelearner entering and leaving the room, setting them at ease and bringingthe interview to a close. When interviewing groups of learners, keeping totime will be important.Materials One blank copy of the learner information form per learner.One copy of the ESOL Initial Assessment - Interview Materials (page 19).A blank page for taking notes if required.17
ESOL Initial Assessment: speaking and listeningAssessmentAny learner who is unable to, or has insufficient language to provide theinformation required to complete the learner information form, should be placedin the lowest level class/group available. You do not have to continue with theconversation stage if a learner is unable to provide the language to completethe form.The speaking assessment level descriptors should be suitable for a learnerworking towards that level. For example, a learner who meets the assessmentcriteria for SCQF Level 4/ SQA National 4should be placed in an SCQF Level 4/SQA National 4class/group, not an SCQF Level 5/ SQA National 5 class/group.Any learner matching the assessment criteria at level E should be able to copewith an academic or vocational level course in another subject.Learner information formTwo versions of the learner information are provided. If your organisation doesnot currently have a detailed form that you complete when you assess alearner, then the longer version should be seen as a model to use or to adapt ordesign your own form. You should also complete the shorter form and give it tothe learner to take away.The shorter version can be used by organisations which already have their owndetailed form and will continue to use this. It should be completed alongsideyour own more detailed form and be given to the learner to take away.18
ESOL Initial Assessment: assessing speaking and listeningStageProcedureSet the learnerat easeElicit learnerinformationGreet the learner in a friendly manner, introduce yourself and inform him/her of the interviewprocedure.Ask basic questions to obtain factual personal information. Ask for the spelling of names andaddresses, which could help identify literacy learners.SuggestedTimingIf the learner is unable to answer even the most basic of questions, it may not be necessary to moveon to the rest of the conversation. The learner should be placed in a beginners’ class/group.Based on the speed and accuracy of the learner’s responses, make an informed choice as to whereto begin on the conversation scale A – E (pages 20 - 22).InitiateconversationBring theinterview to aclose5 minutesIf the learner: is unable to answer any questions, s/he should be placed in a complete beginners’ class/group,although it may also be necessary to assess literacy capabilities. is unable to answer many of the questions
ESOL Initial Assessment: introduction . This guide was produced by the Scottish Government's Lifelong Learning Directorate in 2010 to support practitioners to undertake initial assessment with their learners. Its aim is to help standardise initial assessment approaches, so that the learner can be placed in the appropriate provision.
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All material appearing in aliens is the work of individual authors, whose names are listed at the foot of each article. Contributions are not refereed, as this is a newsletter and not an academic journal. Ideas and comments in aliens are not intended in any way to represent the view of IUCN, SSC or the Invasive Species Specialist Group (ISSG) or sponsors, unless specifically stated to the .
