CELTA/PTLLS
ASSESSMENT AND LEARNING
RECORD KEEPING
SESSION

OBJECTIVES:
Identify when, why and how EFL/ESOL students are
assessed.

Evaluate strengths and limitations of assessment
methods to meet individual learner needs.

Examine the role of peer and self assessment.

Raise awareness of different exams available for
EFL/ESOL learners.

Describe the types of records you would keep as a
teacher/trainer in the LLS and explain why these are
necessary.
WHAT
WORDS TO YOU THINK YOU’D SEE IN A
DEFINITION OF ‘ASSESSMENT’?
“…all those activities and processes involved in
judging performance or measuring learner
achievement.”
Mary Francis & Jim Gould
Fast Track to Training, 2000
DISCUSS IN PAIRS
When do you assess?
Before, at beginning, middle and end of course
Why do you assess?
To assess current ability, to check progress and
achievement
What do you assess?
speaking & listening, reading and writing
WHEN
AND WHY DO WE ASSESS?
When
At enrolment/interview
Near beginning of course
During
End
Why
Type (the technical name for this)
WHEN
AND WHY DO WE ASSESS?
When
Why
Type (the technical name for this)
At enrolment/interview
To ascertain language ability and
level
To identify learning difficulties
To make sure student is placed in
appropriate class/level
Initial assessment
Near beginning of course
During
End
To establish existing knowledge,
experience and skills. To identify
ss’ strengths and areas of
weakness in order to inform
lesson planning and plan personal
and individualised programmes
To inform both trainer and learner
of progress. Informal classroom
tests, activities, exam practice, etc
to measure/check progress
To check objectives have been
achieved. Formal tests, external
exams to measure achievement
Diagnostic
assessment
Formative
assessment
Summative
assessment
PLACEMENT
TESTING
Discussion
Look at the initial assessment materials.

What information will they give you about
students before they join a class?
GENERALLY WHAT
DO YOU ASSESS?
Speaking and Listening (accuracy and fluency)
Reading
Writing
Grammar
Vocabulary
Appropriacy
HOW
DO WE ASSESS?
Make a list of the different ways in which you
can assess your learners.
Now look at the list and identify the strengths
and limitations of each of these methods?
ADVANTAGES
AND DISADVANTAGES?
Peer assessment:
Self-assessment:
Activity
What do the following features of
assessment mean to you?
validity
reliability
fairness
sufficiency
Definitions of key features of
appropriate assessment
The test will cover a range of the
whole course/training.
Tests what is supposed to be
tested.
All students have an equal
opportunity to pass the test.
With same teaching and learning,
results will be similar for different
groups of students.
Key features of appropriate
assessment (look at list from
previous slide)
Definitions of key features of
appropriate assessment
The test will cover a range of the
whole course/training.
Key features of appropriate
assessment
Sufficiency
Tests what is supposed to be
tested.
Validity
All students have an equal
opportunity to pass the test.
Fairness
With same teaching and learning,
results will be similar for different
groups of students.
Reliability
ESOL EXAMS
Discussion
Which EFL/ESOL exams have you heard of?
 Cambridge EFL / Cambridge ESOL Skills for
Life / Trinity ESOL Skills for Life……..
Why is it important to know about different
exams available?
 because you might have to teach them
DIFFERENT
EXAMS AVAILABLE
Cambridge International Exams
1.
KET (Key English Test): Entry 2
2.
PET (Preliminary English Test): Entry 3
3.
FCE (First Certificate): L1
4.
Advanced: L2
5.
Proficiency: L3
6.
IELTS (International English Language Testing
System)
DIFFERENT
EXAMS AVAILABLE
Cambridge ESOL Skills for Life
 Entry 1-3
 Levels 1 & 2
Trinity ESOL Skills for Life…and others…..
The format of exam boards is different but the
standard is the same at each level.
DIFFERENT
EXAMS AVAILABLE
Activity
Getting to grips with different ESOL exams.
Look at the exams and decide if they are fow
lower or higher levels.
HOW
IMPORTANT ARE
EXAMS?


ESOL SKILLS
FOR
LIFE
Students often want/need them.
FE colleges need them to get funding.
Success rates = money
ESOL Students have to take them.
You have to teach them.
RECORD
KEEPING
Look at the activities together on the subject of
record keeping.
RECORD KEEPING
Portfolio
Results/grades
Tracking
sheets
ILPS
Initial assessment
tests
Observation
records
Assignment
Front
Sheets
Learner diaries
Photos
WHAT
IS THE PURPOSE OF KEEPING
RECORDS?
INTERNAL reasons
 Monitor performance
 Track achievement
 Identify areas
needing
improvement
 Data purposes
(Quality Assurance)
 Funding
 Ofsted expectations
EXTERNAL reasons
 Examiners
 External Verifiers
 Employers
 Parents/Guardians
 Ofsted