Category Archives: Assessment

Implementing Task-Based Language Teaching in Belgium: Lessons for Canada?


Written by - Yuliya Desyatova, University of Toronto

Desyatova-TBLT

Abstract1

Implementing Task-Based Language Teaching (TBLT) has been central to numerous policy initiatives around the world in the last few decades. The Belgian experience of TBLT implementation has been the focus of intensive empirical research, which makes it of particular interest to policy-makers and practitioners in other countries. Implementation of Portfolio-Based Language Assessment (PBLA) in adult language learning programs in Canada assumes TBLT to be the dominant teaching approach, even though empirical research on TBLT manifestation in the context is limited. Considering the paucity of accounts on TBLT presence in adult language classrooms in Canada, and the increased demand for TBLT spearheaded by PBLA, this summary of Belgian studies can aid in identifying both promising and challenging aspects of TBLT implementation at various levels: individual teachers and learners,  Continue Reading →

Categories:
Assessment, Teaching
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Dynamic assessment of L2 writing


Written by - Alina Filip, International Centre for EAP

“But I did everything you said and my grade is still low…” If you teach writing in an ESL or EAP class is quite likely that you routinely have a handful of students expressing their disappointment at the grades they receive. Teaching academic writing is of particular interest in my teaching setting, an EAP language program for international students who intend to pursue a masters in Education. While process writing is reinforced in my course, I often find that my students are feeling ineffective and frustrated with their writing progress. In order to help them develop their writing skills and nurture their confidence as writers I started using dynamic assessment (DA). In this article, I will try to define what dynamic assessment is and provide a model that could be easily adapted to any level.  Continue Reading →

Categories:
Assessment, Writing
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A Review of the Reading Section of the CELPIP-general Test


Written by - Shayla Ahmad, George Brown & Humber Colleges

The Canadian English Language Proficiency Index Program-General (CELPIP-G) Test aims to assess the general English language functional proficiency of individuals for adapting to life in Canada. The distinctiveness of the CELPIP-G Test, in contrast to other leading proficiency tests in the industry, arises from its design and use for Canadian immigration purposes. Apart from IELTS (International English Language Testing System), it is the only test that is accepted by the Department of Citizenship and Immigration Canada (CIC) for permanent resident and citizenship purposes (“Citizenship and Immigration Canada”, n.d.). In addition, the test uses the English variety spoken in Canada. Accordingly, it exposes individuals to Canadian English rather than other varieties of English used in other proficiency tests. Using Bachman and Palmer’s qualities of tests (1996) as a framework,  Continue Reading →

Categories:
Assessment
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Telephone Oral Interview Tasks in University Admissions Language Testing


Written by - Beverly Baker, Joselyn Brooksbank, Irina Goundareva, Valerie Kolesova, Jessica McGregor, & Mélissa Pésant, University of Ottawa

Interactive functions and reports of anxiety

We report here on research we undertook to examine the entrance tests for applicants to second-language teaching programs in either English or French. In particular, we were interested in examining the speaking portion of this test, a one-on-one telephone interview. Individual one-on-one interviews are still the most common method of assessing speaking for high stakes contexts such as these (Luoma, 2004), and they are often conducted by telephone for cost and time savings.

This oral interview task follows a standard format, consisting of a warm-up, two separate tasks (a role play with the interviewer and a single long turn discussing an opinion on an issue), and a wind-down. The complete interview lasts approximately 10 to 15 minutes.  Continue Reading →

Categories:
Assessment, Research
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Steps to English Proficiency


Written by - Elizabeth Jean Larson & Clarissa Lau, Ontario Institute for Studies in Education, University of Toronto

A review of the framework and its writing continua
Abstract

Given the current increased presence of English Language Learners (ELLs) in our Ontario elementary and secondary classrooms, teachers are faced with a challenging task of assessing each student’s language ability, placing students in suitable programs, and tracking progress. The Steps To English Proficiency is a tool developed by the Ministry of Education, team of educators, and experts in assessment and content that will support classroom teachers to make appropriate decisions and continue to track their students’ performance in order to make the most suitable choices for their students. This article will specifically review the writing portion of the framework and hopes to provide insight to teachers who may be interested to adopt this framework by highlighting the strengths and weaknesses of this framework.  Continue Reading →

Categories:
Assessment, Professional Development
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