Transcript Diapositive 1 - csdraveurs.qc.ca

What’s New in
Evaluation in ESL
Agenda
• First, an overview of the
changes to the Basic school
regulation
• Next, a closer look at these
changes
As of July 2011
Will no longer be
Will be mandatory
mandatory
Scales of Competency Frameworks for the
Levels
Evaluation of Learning
Evaluation frameworks
Section 30.2 of the Basic school
regulation:
“The results in section 2 of the
elementary school report cards or
secondary school report cards,
cycle one or two, must all be
expressed as a percentage. The
results are based on the framework
for the evaluation of learning
established by the Minister for each
program of study . . .”
Evaluation frameworks
The evaluation frameworks
specify WHAT to evaluate,
not HOW to evaluate.
Evaluation frameworks
The frameworks present:
• the subject-specific competencies: no change in
ESL
• the weighting of the competencies: no change
in ESL
• the wording of the competencies for the report
card: no change in ESL
• the evaluation criteria that must be used for
report cards
• the evaluation criteria that must be used only to
support learning
• explanations (observable elements) for each
criterion
Evaluation criteria in ESL
• Several criteria were revised.
• Criteria were made more uniform
across levels
• An asterisk (*) means the student
must be provided with feedback
on this criterion, but the criterion
must not be considered when
determining the student’s mark for
the report card.
Comparison
Elementary Cycle One
Program
To act on
understanding of
texts
To communicate
orally in English
Framework
• Demonstration of
understanding of texts
• Use of words and expressions
from texts
• Use of learning strategies
• Evidence of
understanding of texts
• Use of learning
strategies*
• Demonstration of
understanding of oral
messages
• Use of words, strings of words
and short expressions
• Use of compensatory and
learning strategies
• Evidence of
understanding of oral
messages
• Use of words and
expressions to transmit
oral messages
• Use of strategies*
Comparison
Elementary Cycles Two and Three
Program
Framework
To interact orally
in English
• Use of functional language
• Use of strategies
• Participation in exchanges
• Pronunciation
• Use of functional language
• Use of strategies*
• Participation in exchanges
To reinvest
understanding of
oral and written
texts
• Use of strategies
• Demonstration of
understanding of key elements
and overall meaning
• Carrying out tasks
• Use of strategies*
• Evidence of understanding
of texts
• Use of knowledge from
texts in a reinvestment task
To write texts
• Use of strategies
• Compliance with instructions
• Language conventions
targeted for tasks
• Characteristics of final product
• Use of strategies*
•Application of targeted
language conventions
• Characteristics of the
written text
Evaluation frameworks
Evaluation of learning
(See QEP and Progression of learning)
• Verify the knowledge acquired by the student
• Evaluate the student’s ability to apply the knowledge acquired
Evaluation framework
Elementary School—Cycles Two & Three
To interact orally in English
Evaluation criteria and explanations
Use of functional
language
• Use of targeted useful expressions and vocabulary
• Combination of useful expressions and vocabulary to express
personal messages
• Pronunciation of frequently used expressions and targeted
vocabulary
Participation in
exchanges
•
•
•
•
•
•
Use of strategies*
• Use of compensatory (communication) strategies to keep
interaction going
• Use of learning strategies to communicate in English
Participation in classroom routines
Perseverance in using English at all times
Initiation and maintenance of oral exchanges
Reaction to oral messages
Support of peers during interaction
Expression of personalized messages
Evaluation framework
Elementary School—Cycles Two & Three
To reinvest understanding of oral and
written texts
Evaluation criteria and explanations
Evidence of
understanding of
texts
Use of knowledge
from texts in a
reinvestment task
• Demonstration of understanding of overall meaning of texts
• Identification and/or description of key elements in texts
• Establishment of connections between text and own
experience
• Expression of appreciation of texts
• Sharing of understanding of texts with others
•
•
•
•
Selection of information/ideas from texts, relevant to task
Coherence of organization of selected information/ideas
Use of words and expressions from texts
Delivery of a personalized product by:
- summarizing information/ideas drawn from texts
- combining information/ideas from texts with own ideas and
language
Evaluation framework
Elementary School—Cycles Two & Three
To reinvest understanding of oral and
written texts (cont.)
Evaluation criteria and explanations
Use of strategies*
• Use of strategies to:
- construct meaning of texts
- plan and carry out reinvestment tasks
Evaluation framework
Elementary School—Cycles Two & Three
To write texts
Evaluation criteria and explanations
Application of targeted
language conventions
• Use of grammar targeted for tasks
• Use of punctuation targeted for tasks
• Spelling of words from provided models and available
resources
Characteristics of the
written text
• Writing of a text that:
− is on topic
− respects the required text form and requirements
− is well structured
− takes the intended purpose and audience into
account
− is creative
Use of strategies*
• Use of strategies to:
− prepare to write a text
− compose and revise a text
Evaluation
• Evaluation focuses on
knowledge and competencies
AND
• must be based on the criteria in
the frameworks
Evaluating knowledge
• Knowledge will be evaluated through
the competencies.
• Knowledge may also be evaluated
out of context.
• Administration guides will likely include
a chart listing the knowledge that is
targeted. Refer also to the progression
of learning document.
Reports Cards
Four communications per year
in elementary and secondary
school
• One written communication no
later than October 15
• Three report cards, each no later
than:
• November 20
• March 15
• July 10
A provincial report card for
elementary and secondary
school
1st report card
Marks from Term 1 (20%)
2nd report card Marks from Term 2 (20%)
Marks for Term 3 (a competency
report covering the student’s
overall learning) (60%)
3rd report card
This report card will also indicate
the final mark for the year for each
competency and the final ESL
mark.
The report card will also
include comments
• on subject-specific areas
• on at least two of the following
four competencies, inTerms 1
and 3:
• Exercises critical judgment
• Adopts effective work methods
• Communicates appropriately
• Cooperates with others
ESL marks on the report card
1st & 2nd
report cards
One mark for each
competency that is
evaluated
(min. one
competency)
+
overall ESL mark
3rd report card
For Term 3,
one mark for each
of the three
competencies
+
overall ESL mark
One final mark for each
of the three
competencies
+
overall ESL mark
This report card also
indicates the final mark
for the year for each
competency and the
final ESL mark.
Marks for Cycle 1
Anglais, langue seconde
Comprendre des textes entendus
(60%)
Communiquer oralement en anglais
(40%)
Subject mark
Group average
Term 1
(20%)
Term 2
(20%)
Term 3
(60%)
XX
X
X
X
X
X
Final
mark
The marks, each out of 100, are based on the evaluation of
knowledge and of the competencies (assignments, tests,
etc.). How to arrive at these marks is a local decision.
Marks for Cycle 2
Anglais, langue seconde
Communiquer oralement en anglais
(50%)
Comprendre des textes (35%)
Écrire des textes (15%)
Subject mark
Group average
Term 1
(20%)
Term 2
(20%)
Term 3
(60%)
X
X
X
X
X
X
X
Final
mark
The marks, each out of 100, are based on the evaluation of
knowledge and of the competencies (assignments, tests,
etc.). How to arrive at these marks is a local decision.
Marks for Cycle 3
Anglais, langue seconde
Communiquer oralement en anglais
(45%)
Comprendre des textes (35%)
Écrire des textes (20%)
Subject mark
Group average
Term 1
(20%)
Term 2
(20%)
Term 3
(60%)
X
X
X
X
X
X
X
Final
mark
The marks, each out of 100, are based on the evaluation of
knowledge and of the competencies (assignments, tests,
etc.). How to arrive at these marks is a local decision.
Final marks
Anglais, langue seconde
Term 1
(20%)
Term 2
(20%)
Term 3
(60%)
Final
mark
Communiquer oralement en
anglais (40%)
Comprendre des textes (30%)
Écrire des textes (30%)
Subject mark
Group average
The last report card also includes a final mark for each
competency, which is automatically calculated according to:
- the marks from each term
- the weighting of the competencies
Do we have to evaluate each
competency each term?
What the Basic school regulation says . .
.
Do we have to evaluate each
competency each term?
(cont.)
Section 30.1:
“. . . A student’s results in section 2 of the report cards
must include
(1) a detailed result per competency for the language of
instruction, second language and mathematics
subjects;
(2) . . .
(3) a subject mark for each subject taught and the
group average.
At the end of the first 2 terms of the school year, the
detailed results, for the subjects for which such results
are required, are detailed only for the competencies or
components that have been evaluated.”
Do we have to evaluate each
competency each term?
(cont.)
At the end of the third term of the school year, the results
consist in a report pertaining to the program of study,
indicating the student’s result for the competencies or
components of the programs of studies for the
subjects in subparagraphs 1 and 2 of the second
paragraph as well as, for each subject taught, the
student’s subject mark and the group average.
Do we have to evaluate each
competency each term?
(cont.)
Here are two questions that may help
in deciding which competencies to
evaluate each term:
- Is the decision coherent with the ESL
program?
- What/How much information should
we include in each report card in order
to inform parents about their child’s
progress?