Transcript Slide 1

ADULT ESL
ASSESSMENT
IN VET (TAFE &
ADULT COMMUNITY)
National Symposium on assessing
English as a Second / Additional
Language in the Australian context
University of New South Wales
20-21 February 2009
Liz Davidson
WWW.VU.EDU.AU
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NATIONAL FRAMEWORK
• all Adult ESL programs under VET system
• all use nationally accredited courses / curriculum
frameworks, e.g:
• AMEP programs (must use CSWE – TAFE NSW Private copyright)
• LLNP programs (providers use various courses, e.g. CSWE (private
copyright); Victorian CGEA / ESL Framework (crown copyright);
AEET Framework - TAFE NSW)
• TAFE (use various curricula e.g. WA uses Vic Curriculum, some
states use CSWE or state curriculum or a mix)
• Adult community (varies according to state, e.g. NSW community
colleges use Victorian curriculum)
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NATIONAL FRAMEWORK
• Australian Qualification Framework (AQF)
• Certificate levels I- IV
• Australian Quality Training Framework (AQTF)
• National Standards (AQTF) & templates for curriculum development
in VET
• National Standards for assessment in VET – Certificate IV in
Training and Assessment required for teachers & assessors in
addition to ESL / Literacy qualifications
 requirements in some programs to report against Australian Core Skills
Framework (ACSF) in addition to assessment within the qualifications
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Issues
 ESOL qualifications and alignment to AQF levels:
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is there a mismatch?
is there a need to create levels below AQF 1? (as in UK which has Entry levels 13 below level 1)
 qualifications are developed and accredited at state level
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there are a number of ESL courses - either crown copyright or private e.g. ESL
Framework – Vic crown copyright,- NSW AEET Framework (TAFE NSW) &
CSWE (NSW TAFE private)
duplication?
articulation?
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‘ALIGNMENTS’ – where do they all fit?
IELTS
EXIT
ISLPR
EXIT
ACSF
EXIT
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4
VIC ESL
CSWE
Certificate
IV
UK
ESOL
AQF
Level 2
4
Level 1
3
5.5. / 6.0 /
6.5
3 / 3+
5 / 5.5
2+/3
3
Certificate III
3.5/4.0/4.5
2
2
Certificate II
CSWE III
Entry 3
2
3
1+
1
Certificate I
CSWE II
Entry 2
1
1
1
Course in
ESL
CSWE IV
CSWE I
Entry 1
Course in
Preliminary
SWE
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CHALLENGES - POSSIBILTIES
• creating real pathways to VET/ further
and higher education and employment
– moving learners out of ESL courses
• catering for diverse learners (e.g. non
linear progress, spiky profiles)
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Assessment in VET
- positives for ESL learners?
e.g.
•
•
•
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competency based –against AQTF standards
principles of assessment - valid, reliable, flexible and fair
collection of evidence over time rather than one off tests
locally / teacher developed assessment tasks according to
the curriculum – contextualised to local needs
• validated at moderation sessions by teachers
• portability of credentials – credit
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What some of the research tells us
works with adult ESL learners:
• bring the learner’s context and the skills
framework together (NRDC 2006)
• integrate language development into
vocational contexts (NRDC 2006)
• concurrent vocational and English language
development (Agri-Food Industry Skills Council 2008, Miralles 2004)
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Pathway Solutions
• Structuring courses flexibly to meet learner needs and
to enable what works
• Blending practical learning and language learning
• Contextualising assessment of language by
assessing language and other skills together
See Sample program on next slide
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Certificate II in ESL Employment plus
Certificate lI in Hospitality (Kitchen
Operations) for disengaged youth
ESL certificate language units:
•Learning plan
•Speak and listen to simple texts
for employment
•Read and write simple texts for
employment
•Observe and report on activities
in a workplace
•Work effectively in an Australian
workplace
INTEGRATED ASSESSMENT –
ESL & VET co-delivered and
assessed
Hospitality certificate units:
•Organise and prepare food
•Present food
•Receive and store kitchen supplies
•Clean and maintain kitchen premises
•Use basic methods of cookery
•Prepare, cook and serve food for food service
•Develop and update hospitality industry
knowledge
•Work with colleagues and customers
•Work in a socially diverse environment
•Follow health, safety and security procedures
•Follow workplace hygiene procedures
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Challenges
for VET ESOL
• Teacher development:
• Develop assessment skills of teachers – contextualise for
ESOL
• Move from ‘assessment of learning’ to ‘assessment for
learning’
• National Quality Council (NQC) - Current research
and consultations into quality VET assessment,
training qualifications and teacher development –
ESOL/D learner needs should be represented in these
consultations through ESOL practitioner contributions
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