Assessment Policies

Preamble and Guiding Principles

Uses for Canadian Language Benchmarks Assessment Instruments

Criteria for CLBA/CLBLA Assessment Centres

Criteria for Candidates for Assessor Training

Test Development Policy Framework

Preamble
The following criteria and usage policies are the result of the collaborative work of the Centre for Canadian Language Benchmarks (CCLB):

• Uses for the Canadian Language Benchmarks Assessment Instruments
• Criteria for CLBA/CLBLA Assessment Centres
• Criteria for Candidates for Assessor Training

This policy is not applicable to assessors trained, certified and registered prior to July 1, 1998.

In Canada education falls entirely within provincial and territorial jurisdiction. Immigration and settlement matters are shared between the federal and provincial/territorial jurisdictions.

Both levels of government currently provide funds for adult immigrant language training, adult immigrant language assessment and labour market access programming for adult immigrants, including those whose first language is not English/French. The Canadian Language Benchmarks have application in all three of these areas. Both levels of government have an interest in working collaboratively in achieving common goals in these areas.

The Centre is committed to the facilitation of immigrant and refugee settlement and their integration into Canadian society. The Centre is also committed to promoting the use of the Canadian Language Benchmarks to assist in the achievement of these goals.

Guiding Principles
The Centre for Canadian Language Benchmarks was guided by the following in the development of the list of appropriate uses:

• the goals and objectives of the National Working Group on Language Benchmarks (ref., Preface to the Canadian Language Benchmarks: English as a second language for adults);
• the stated objectives of the CLBA test developers (ref., Centre for Language Training and Assessment brochure entitled Canadian Language Benchmarks Assessment: Nationally Standardized English as a Second Language Assessment for Adults);
• desire for consistent application of the CLBA across jurisdictions and programming
• fostering and encouraging the widest possible use and confidence in the CLBA.
  

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Uses for Canadian Language Benchmarks Assessment Instruments
The following are uses for the CLBA endorsed by the CCLB:

• to provide a learner with the means to recognize and gain recognition for his/her level of English language ability, including his/her rate or degree of progress;
• to assist ESL assessment and referral agencies in determining the learner's level of English language proficiency:
  • to assist in eligibility determination for various language training programs,
  • to serve as one component in needs assessment,
  • to facilitate referral to appropriate training;
• to provide ESL training institutions with the learner’s level of English language proficiency:
  • to facilitate initial placement into programs or classes,
  • to assist in determining eligibility for ESL, programming - to act as a needs assessment,
  • to assist in the development of programming to meet specific language skills needs;
• to provide teachers, program administrators and funders with one (of many) program effectiveness indicators (Note: applicable only if the program has a CLB-based curriculum or curriculum framework);
• to provide indicators to funders and language training providers as to the levels and types of training needed to assist in program design;
  
• to provide information to all providers of educational opportunities who serve ESL learners about the learner's level of ESL proficiency:
  • to facilitate initial placement into programs or classes,
    
  • to assist in determining in-service training and development needs,
    
  • to act as a part of a needs assessment,
    
  • to assist in the development of programming to meet specific language skills needs;

• provide assistance to employers in the development of appropriate training programs for their ESL learner employees.

The CCLB is supportive, in principle, of using the CLB framework for a number of additional assessment purposes.

Some of these purposes might be served by the existing CLBA, but only after wider use and increased confidence in the instrument. These are usually "higher stakes" purposes. Some of the purposes might be served by modifications or adaptations to the CLBA. Finally, in some instances, new CLB-based assessment products would have to be developed.

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Criteria for CLBA/CLBLA Assessment Centres
All applicants seeking status, as recognized CLBA/CLBLA assessment centres, must possess the following:

• a commitment to the maintenance of test security,
  
• a commitment to client confidentiality,
  
• a commitment to using the CLBA/CLBLA only for approved purposes
  
• a commitment to create an environment which is sensitive and responsive to the diverse needs and backgrounds of a culturally mixed clientele
  
• a commitment to create an environment which is appropriate to a clientele with limited English language skills
  
• assessors who satisfy the criteria set out in the "Criteria for Candidates for Assessor Training" Policy Statement
  
• a safe work space, free from health hazards and appropriate to the use to which it is intended, including physical accessibility for physically challenged individuals.

Evaluation of Criteria
Only provincial governments and federal departments with representatives on the CCLB Board of Directors, or their designates, have the authority to evaluate and approve CLBA/CLBLA assessment centers, Federal – Provincial jurisdictional considerations will determine the level of government appropriate to evaluate and approve.

CCLB POLICY DOCUMENT DATE: JUNE 1998

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Criteria for Candidates for Assessor Training
After July 1, 1998 all candidates for CLBA/CLBLA assessor training must demonstrate the following competencies:

1. Second Language Acquisition in Adult Education
The candidate:

• can demonstrate knowledge of the process of language acquisition as it concerns second or subsequent language learning for adults;
  
• can demonstrate knowledge of the effects of socio-cultural variable on language learning;
  
• can demonstrate knowledge of the development of second language communicative competence in the four language skill areas;
  
• is familiar with the Canadian Language Benchmarks.

2. Assessment in the Adult Education Field
The candidate:

• can demonstrate the ability to understand and apply techniques for second language assessment of student proficiency including literacy;
• can demonstrate the ability to comment orally and in writing on the effectiveness of client’s communication.

3. Cultural Sensitivity
The candidate:

• can demonstrate knowledge of how cultural diversity may affect behaviour of client in testing situations;
  
• is sensitive to diverse needs of clients;
  
• demonstrate tact, diplomacy and respect when dealing with multicultural client groups.

4. Interview Skills
The candidate:

• can demonstrate the skill of listening effectively and eliciting language from a client in order to gather and share information;
  
• can demonstrate the use of level-appropriate speech for clients with varying language proficiencies;
  
• can demonstrate awareness of educational counseling principles.

5. Decision-making Skills
The candidate:

• can demonstrate the ability to apply policy and procedures effectively;
  
• can demonstrate the ability to use personal judgment to effectively use evaluation tools;
  
• can demonstrate the ability to make appropriate assessment decisions in the absence of clear indicators.

6. English Language Proficiency
The candidate:

• demonstrate proficiency in spoken and written English at a level commensurate with role model of English language proficiency.

Appendix:
Suggested Ways of Acquiring Competencies
The funder or the manager of an assessment centre must ensure candidates for assessor training possess all six competencies. In order to assist the funder or manager, the CCLB offers the following suggestions on how these competencies could have been acquired. These are guidelines only. Candidates may provide other experiences that demonstrate competency requirements.

1. Second Language Acquisition in Adult Education.
The criteria could have been acquired by:

• TESL/TEFL Training Course covering second language acquisition, socio-cultural variables in language learning and the teaching of the four language skills – 100 hours and practicum or post secondary degree in linguistics, modern languages, English, or
  
• provincial teaching qualifications in English, French, heritage languages or ESL, and
  
• teaching ESL to adults for at least 300 hours, and
  
• participating in professional development in the theory and practice of second language teaching

2. Assessment in the Adult Education Field.
The criteria could have been acquired by:

• successful completion of training in interactive Adult ESL assessment tools used in the ESL educational field from a recognized training provider, and
  
• 100 hours assessment experience in any of the above, or
  
• completion of a training course and one year experience in vocational, employment or settlement counseling, adult literacy of French assessment, and
  
• professional development in the assessment field.

3. Cultural Sensitivity
The criteria could have been acquired by:

• successful experience in adult ESL teaching and assessment, or
  
• successful experience in social service, counseling, settlement counseling or cultural interpreting, or
  
• successful experience in the international development field, or
  
• successful extended interaction with another culture, and
  
• professional development related to intercultural or antiracist education.

4. Interview Skills
The criteria could have been acquired by:

• Effective experience teaching adult language training, or
  
• Counseling experience in a multicultural environment, and
  
• Demonstrated ability related to the above competencies.

5. Decision Making Skills
The criteria could have been acquired by:

• Experience in a position involving decision-making authority, and
  
• Demonstrated ability to apply policy and procedures effectively.

References:
TESOL Guidelines for the Certification and Preparation of Teachers of English to Speakers of other languages in the United States, 1987

Task Force Report on the Survey on Recognition of Literacy Workers in Ontario, September 1997

HRDC Sector Council Employability Skills

Canadian Language Benchmarks, Citizenship and Immigration, Canada, 1996

Accreditation/Certification for Adult ESL Instructors in Canada: An Overview, Diane Keevil Harrold in TESL Canada Journal, Winter 1995

General Guiding Principles for Good Practice in the Assessment of Foreign Credentials, Canadian Information Centre for International Credentials, Updated February 1997

CCLB POLICY DOCUMENT DATE: JUNE 1999

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