Assessment Policies           

Preamble

The Canadian Language Benchmarks and Niveaux de compétence linguistique canadiens are the national standards for describing, measuring and recognizing second language proficiency of adult immigrants and prospective immigrants for living and working in Canada.

The mission of the Centre for Canadian Language Benchmarks is to support the Canadian Language Benchmarks and Niveaux de compétence linguistique canadiens through policy, guidelines, research and development, and to promote their recognition and use as practical, fair and reliable national standards of second language proficiency, in educational, training, community and workplace settings.

The following criteria and usage policies applying to assessment tools recognized by the CCLB are the result of the collaborative work of the Centre for Canadian Language Benchmarks (CCLB):

• Uses for the CCLB-recognized assessment instruments
• Criteria for CLB Assessment Centres
• Criteria for Candidates for CLB Assessor Training

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

Guiding Principles

The Centre for Canadian Language Benchmarks was guided by the following principles in the development of the list of appropriate uses for CCLB-recognized assessment instruments:

• Consistent use of CCLB-recognized assessment instruments across jurisdictions and programs
• Widest possible use of and confidence in CCLB-recognized assessment instruments
• Fair, credible and standardized assessments for identified appropriate purposes
• Secure, confidential treatment of CCLB-recognized assessment instruments.
• Secure, confidential treatment of all clients of CCLB-recognized assessment instruments.

Uses for CCLB-recognized Assessment Instruments

The CCLB recognizes the uses of assessment instruments based on the purposes for which each instrument is designed and developed. The appropriate uses for each assessment instrument are identified and must be considered by purchasers, users and approved employees who handle CCLB-recognized assessment instruments. The following are possible uses for the assessment instruments recognized by the CCLB:

1. Providing clients with:

•  a means to recognize their level of English language proficiency
•  a resource for setting personal, academic, employment goals

2. Assisting ESL assessment and referral agencies in:

• determining a client’s level of English language proficiency
• assisting in determining eligibility for various language training or other identified programs
• serving as one component in needs assessment
• facilitating referral to appropriate training

3. Providing language-training and other institutions with information about a client’s language proficiency for:

• facilitating initial placement into programs or classes
• identifying client language-learning needs
• determining eligibility for available language-training programs
• assisting in developing programs to meet the language-learning needs of specific client groups

4. Providing program administrators and funders with information to assist in meeting effectiveness indicators in programs using a CLB-based curriculum or curriculum framework
    
   
5. Providing assistance to employers in the development of appropriate training programs for their second-language employees

The CCLB is supportive, in principle, of using the CLB 2000 framework for additional assessment purposes.
Some of these additional assessment purposes might be served by existing CCLB-recognized assessment instruments. These are usually "higher stakes" purposes which might be served by modifications or adaptations to existing CCLB-recognized assessment instruments. Appropriate research and piloting must be carried out to establish these alternative purposes.

Criteria for CLB Assessment Centres

All applicants seeking status, as recognized CLB assessment centres must demonstrate the following:

• commitment to maintaining test security
• commitment to client confidentiality
• commitment to using the CCLB-recognized assessment instruments only for approved purposes
• commitment to creating an environment which is sensitive and responsive to a diverse clientele
• commitment to create an environment appropriate to a clientele with limited English language skills
• responsibility for ensuring that assessors meet the criteria set out in the "Criteria for Candidates for CLB Assessor Training" Policy Statement

Evaluation and Approval of CLB Assessment Centres

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

Criteria for Candidates for Assessor Training

After July 1, 1998 all applicants seeking status as licensed sites for CCLB - recognized assessment instruments are responsible for ensuring that candidates for CLB assessment instrument training demonstrate competencies in six core areas. More specialized criteria may be applied to some CCLB-recognized assessment instruments. Criteria for candidates relate to the following areas:

     1. Adult Second Language Acquisition

     All assessors using CCLB-recognized assessment instruments should demonstrate:

• theoretical understanding of and practical experience working with appropriate stages of the Canadian Language Benchmarks and the Canadian Language Benchmarks for ESL literacy learners

      2. Assessment in Adult ESL 

        All assessors using CCLB-recognized assessment instruments should have:

• theoretical and practical experience in assessing second language proficiency
• an ability to comment orally and in writing on the effectiveness of client’s communication

        3. Cultural Sensitivity

         All assessors using CCLB-recognized assessment instruments should:

• have knowledge of factors that may affect client performance in testing situations
• is sensitive to diverse needs of clients
• demonstrate tact, diplomacy and respect when dealing with clientele

        4. Interview Skills

        All assessors using CCLB-recognized assessment instruments should:

• demonstrate effective listening effectively and elicitation strategies
• demonstrate level-appropriate speech for clients with language proficiencies covering all stages of the CLB 2000
• can demonstrate awareness of educational counselling principles

5.      Decision-making Skills

• demonstrate the ability to make appropriate assessment decisions in the absence of clear indicators.
• demonstrate the ability to apply policies and procedures effectively
• demonstrate use of personal judgment to effectively use CCLB-recognized instruments

6.      English Language Proficiency

All assessors using CCLB-recognized assessment instruments should:

• demonstrate proficiency in spoken and written English

Appendix:

Suggested Ways of Acquiring Competencies

The  funder or the manager of CLB assessment centres must ensure candidates for assessor training demonstrate all six competencies. In order to assist the funder or manager, the CCLB offers the following guidelines on how these competencies could have been acquired. Candidates may provide other experiences that demonstrate competency requirements.*

1. Second Language Acquisition in Adult Education

• 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

• successful completion of adult ESL assessment training from a recognized training provider, and

• 100 hours of successful assessment experience

4. Interview Skills

• successful experience in adult language training,
• counselling experience in a multicultural environment, and
• demonstrated abilities related to the above competencies

5. Decision Making Skills

• successful experience in a position involving decision-making responsibilities

• demonstrated ability to apply policy and procedures effectively

Alternative Approaches to Become Candidates for CCLB-recognized assessment instrument training

*In some instances, managers or coordinators of CLB Assessment Centres may apply for assessor training for a candidate who does not fully meet the above six competencies. In these exceptional cases, a portfolio of professional accomplishments may be presented to the CCLB for review and consideration.

Prior training and experience in using CCLB-recognized assessment instruments may be mandatory for additional training on some new assessment instruments.