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For EAL and mainstream teachers:
3.3 Assessment and reporting
Aim to motivate students through assessment and enhance self esteem. For
summative assessment, focus on progress towards the students’ Individual Learning
Plan goals while still giving a realistic understanding of what they need to learn in
relation to long term goals.
Mirror formal assessment and reporting practices of the mainstream school.
Familiarise students with mainstream assessment tasks and procedures as well as the
school’s assessment and reporting cycle.
Assessment advice
This document contains advice on the following
 Assessment of learning across domains
 Designing and scaffolding assessment tasks
 Assessment as and for learning
 Initial assessment of students in the bridging program
 Profiling students
 On going monitoring of student learning
 Monitoring EAL learners’ learning skills and affective states
 Reporting
Assessment of learning across the domains
Assess students against the appropriate stages of the ESL Standards in the ESL
Companion to the VELS
The ESL Developmental Continuum, which shows progression points within the
stages, will help make finer distinctions in relation to levels.
VELS continuums and standards for other domains help determine students’ learning
needs and progress goals.
Focus on progress made

Advise all partners in the assessment and reporting process of learners’ starting
points and the amount and nature of the interruption to their schooling
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
Ensure feedback is sensitive, timely and constructive, targeted to learning
goals; discourage comparisons between students

USE Individual Learning Plans to: guide learning; by assessing progress
towards goals and for providing feedback to students and parents/carers.
Distinguish between students’ content knowledge and cognitive development,
and English language proficiency.

Allow for EAL learners' English language skills when planning assessment
strategies and tasks to ensure obtain accurate information on student
understanding of content learning. For example an oral presentation may
demonstrate learning better than a written essay.

Use a variety of assessment tasks and provide alternative tasks catering for
different learning styles where appropriate. A drawing, a model, an oral
presentation may give a more accurate assessment of understanding than the
written form.
Reach agreed VELS levels in collaboration with other teachers
Where possible teachers of other domains should have input into the assessment of
students’ EAL levels.
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Designing and scaffolding assessment tasks
Check assumptions
Check assumptions regularly as a guide to whether the task is achievable and to
determine the level and type of support students will need to complete tasks. Possible
questions include:

Has general background or cultural knowledge been assumed that may cause
difficulties?

What knowledge and skills does this activity or task build on that some
students may not have been exposed to or may not have mastered?

Is there specific topic knowledge that is assumed?

How complex is the language of the text? Look at sentence length and
grammatical complexity such as frequency of embedded clauses and the
number of subordinate clauses?

Is the task too long?
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Scaffold assessment tasks
Ensure that tasks, activities and criteria are relevant to the students' stage of
English language development
The learners’ difficulties with English language can mask their true understanding and
ability. Allow ample time, using shorter extracts or ask for a range of responses to
take account of different levels. Increase the language demands of the tasks as
students become more proficient.
Ensure tasks are worded clearly and that students understand what is being
assessed
Instruction words such as explain, elaborate, outline, evaluate may not be clearly
understood. For example discuss can mean different things in different subject areas.
Explicitly outline the assessment criteria
Provide a clear outline of what is expected and valued in a good response. Accessible
Rubrics and self evaluation checklists provide helpful scaffolding. Give explicit
feedback through the assessment criteria.
Clearly model the expectations of written and spoken tasks and provide some
guidance on how the task is to be presented

Deconstruct a model assessment task against the criteria for successful
completion. Consider doing an example activity together.

Break extended tasks into smaller, well explained steps

For larger tasks, such as a report, model a sample structure of what each
section might contain and provide some language support. This may involve
sentence starters for each section or a sample displayed on a wall chart.
Assessment as, for, and of learning
The learners may see “the test” itself as the most important form of assessment.
Explain the purposes of assessment as well as the different kinds including strategies
for self assessment
Assessment as learning for EAL literacy learners will include:
 training in self monitoring e.g. editing writing, re reading when meaning is lost,
asking for clarification when they don’t understand an explanation
 training in self evaluation and peer evaluation
 helping students understand the role of feedback and the value of assessment
criteria

teaching how to reflect on their learning. Portfolios or learning journals digital
and written, help identify progress and self evaluate.

Tape feedback sessions for self evaluation eg using a mobile phone.
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
Develop metacognitive skills through reflection, labelling of activities and their
purpose eg ‘We are doing a Venn diagram because it helps us to see what is
the same and what is different about X and Y. It helps us prepare for writing a
paragraph comparing X and Y.’ List activities completed during the lesson
and ask students to rate them according to enjoyment and how well they
helped them to learn.

Use questions and sentence starters to prompt reflection: eg What really
made you think? What did you find difficult? What new things have you learnt
about…? I need help with……

Use the ‘Three Question’ strategy: What did we do? Why did we do it? What
did we learn?

Have wall charts on display which list reading and writing strategies.

Use a model of a text to identify the characteristics of a good piece of writing
and then have students compare their own work against the identified criteria.
PMI (plus, minus, interesting) is a tool that can be used to guide students’ self
evaluation.
Initial assessment of students
As the students will be at different starting points, undertake diagnostic assessment
both at the beginning of the bridging program and on an ongoing basis. Note that:

It’s best to wait till students are more familiar with their new environment,
teachers, routines, etc. A one or two week delay is advisable

This is one component of a broader assessment. Other forms include language
school/centre and mainstream teacher reports, in-class teacher observations and
anecdotal records.
Role of initial assessment
The purpose of the assessment is to:

determine a student’s EAL AusVELS level

determine a student’s suitability for the bridging program

indicate gaps in students’ learning in literacy and numeracy

diagnose particular areas of strengths or weakness across the domains

inform the development of an Individual Learning Plan (ILP)

inform curriculum choices for the learner and the class as a whole

provide a starting point for measuring a learner’s progress
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Assessment and reporting
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The ESL Developmental Continuum
The ESL Developmental Continuum (P-10) will help identify where students are in
terms of their EAL learning, to track their progress, and to give some idea of what
their future learning will look like.
On arrival assessment kit
An on arrival assessment kit provides a useful resource. It includes:

assessment materials eg copies of texts with visuals, assessment tasks,
instructions for teachers

competency level descriptors related to the ESL Developmental Continuum

recording sheets to record observations and levels. Using the same assessment
materials will assist with standardization and consistency when assigning
students a stage on the ESL Developmental Continuum.
What to assess?
Areas for initial assessment include:

Academic content knowledge and skills

Numeracy skills assessment

Listening Speaking and Reading skills

Analysis of writing skills and strategies

First language assessment activities
Academic content and skills
Gaps will reveal themselves as teachers progress through topics.
Assessment should be informal and use a range of assessment methods. When
beginning a new topic, determine prior knowledge of the topic through questioning,
discussion of visuals and activities such as brainstorming, and use of KWL charts.
Numeracy skills assessment
Numeracy assessment tasks and tests are best administered by the maths teacher.
The maths assessment website: has useful information on tools and strategies which
could be adapted for this group of learners.
The Mathematics Online Interview on this site includes tasks in the following
sections:

Number: Counting, Place value, Addition and Subtraction, Multiplication and
Division

Measurement: Length, Mass, Time

Space: Properties of shape, Visualisation and orientation
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Use gathered results (teacher observation, testing, language school report) to place
students on the VELS continuum, using the Maths VELS Checklist
For additional support go to:
http://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/mathscontinuum/i
ndicatorsgrid.pdf
Consider starting tasks around VELS Level 1 maths competencies.
Keep in mind that even if students have some knowledge of, for example, the four
operations, they may not be familiar with all the maths symbols used in Victorian
schools. Note that it is best not to change the way a student has been taught
mathematical processes except where there is a clear need to do so.
Language assessment for the EAL specialist
Listening and speaking skills
EAL literacy learners may have a good grasp of conversational English and this
provides a good starting point. The following tasks work well.
Task 1: Ask and give personal information
Begin with basic questioning and encourage elaboration where possible. Consider
sharing some information about yourself. For example a digital camera with photos of
family members, pets etc, may make the conversation seem less threatening as there is
information sharing involved.
Task 2: Play a game
Play a game such as Concentration, or Fish, using either words and pictures, or if you
detect that the students doesn’t have basic reading skills, use matching pictures.
Task 3: Talk about a picture
Choose an appropriate picture and ask students to talk about what they can see. Note;
students with very low levels of literacy find it easier to recognise detail in
photographs rather than two dimensional drawings.
Reading skills
These ideas are intended as a guide only.
Task 1: Letter/sound recognition
This activity assesses knowledge of the alphabet and the understanding that the
‘name’ of a letter does not necessarily correlate with the sound that it makes. Doing
this for all the letters of the alphabet will highlight student’s gaps in knowledge.

Use cards with upper and lower case letters. Ensure cards are jumbled so that
students are not simply relying on their knowledge of letters in sequence.

Model the task eg. P says ‘p’ for puppy

Ask:
a. What is the name of this letter?
b. What sound does it make?
c. Can you tell me a word that starts with this letter?
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
Record on a letter/sound chart see Refugee Bridging Programs support
materials, section 7.1 Support Materials .2
Be guided by the student’s response so that they do not feel deflated by their lack of
ability. Consider beginning with the first letter of their name as it is likely they will
have already learnt this particular letter.
*Where a high needs student is struggling at this level it may be appropriate to
include an intensive phonics programme into the curriculum.
Go to Refuge Bridging Programs support materials, section 2.2 for appropriate
strategies for L2
Task 2: High frequency words
Use a list of high frequency words and ask students to read through these. Tick words
that are read without the students needing to sound them out and stop when three
consecutive errors have been made. This will highlight students’ level of automaticity
with frequently used sight words. (Note: this task will only be of use if students’
‘know’ the meaning of the words.)
Task 3: Read a short text
Student read aloud a simple previously unseen text, preferably one with visual support
e.g. pictures, diagrams. This activity is intended to give an idea of a student’s reading
strategies and level. The material should be culturally accessible to the student but
preferably contain some unknown words. Use prior knowledge (level of previous
schooling, language centre report etc) as a basis for text selection.

Ask the student to look at the illustrations and say what they think the story
will be about based on available cues – title, pictures etc. Introduce any
difficult yet key vocabulary in the text.

The student reads the text receiving only minimal teacher support

Ask the student to retell the story

Ask a range of comprehension questions ranging from simple information
which is contained in the text to more inferential questions.
Consider the student’s ability to

identify text at the letter, word or sentence level

recognise sight or high frequency vocabulary

decode unfamiliar vocabulary, using supporting visuals, meaning of
surrounding text etc

demonstrate some degree of comprehension by recounting some of the text in
their own words

answer simple comprehension questions related to the text appropriately eg by
referring back to the text

answer more complex inferential questions

read fluently eg use appropriate intonation and pause for punctuation.
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Task 4: Book orientation:
This activity will be appropriate for students’ new to literacy. Observe students
during free reading time. Does the student handle books appropriately? e.g. turns
pages one at a time. Are they familiar with different parts of a book?
Ask students to bring along a book they are reading and/or select a simple text. Begin
by asking:

Can you show me the front cover?

Can you tell me the title of the book? – Discuss

Who wrote the book?

How many pages are in the book? etc
Note: These observations could also be made with a book in the first language.
Task 5 fluency/expression:
Ask student to read a familiar short excerpt

Listen for fluency – Do they stop to decode words regularly? Consider the
errors made – Does the text still make sense?
 Is expression being used?
Then ask the student to retell what has happened in their own words.

Can they maintain the sequence of events?

Can they predict what will happen next?

Can they identify the main characters?
Check for understanding as the student may be ‘barking at text’, focusing intently on
reading with fluency yet having limited understanding of what it is they are reading.
Writing skills and strategies
Task 1 Copying/handwriting
Ask student to write/copy their own name and then a short text from the board or from
the reading text.
Observe whether the student:

has an appropriate pen grip

writes left to right

writes letters of a regular size

uses appropriate starting points for letters

spaces letters and words appropriately

writes on a line

differentiates between capital and lower case letters
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
uses own handwriting style: doesn’t attempt to copy the font or handwriting
style of the original text

uses the page appropriately: eg fills lines before starting new ones

copies a whole word or several letters before looking again at the original text
Task 2: Free writing
Choose a familiar topic, e.g. one studied in class, suited to the students’ interests and
English language proficiency. .
Use visuals to discuss topic prior to writing task. Begin with oral questioning leading
to discussion. Begin by sharing own experience as a model.
Observe whether the student:

attempts single words only with no attempt at writing sentences

can write a series of simple sentences but without linking ideas

can write complex sentences

can link ideas using simple conjunctions e.g and, but, then

uses appropriate sentences to begin and end a short text

attempts to sequence writing using simple sequence markers e.g first we…,then
we….

uses paragraphs to separate ideas

uses appropriate tense for writing with some errors e.g. Uses common irregular
past tense verbs correctly e.g. went, bought, ate, uses past tense for narrative

uses punctuation appropriately.
First language literacy
Find out whether the students have literacy skills from their L1. The ESL Learner
Profile section 7.1.1 can help to determine this information.
Some suggestions:
The publication, First Language Assessment Materials helps assess students’ L1
literacy in Arabic, Khmer, Somali, Vietnamese, Turkish or Chinese. The materials
also guide observable reading and writing behaviours for assessors of other
languages.

Ask a multicultural education aide (MEA) or an interpreter to administer
simple assessment tasks and to give a general idea of students’ literacy skills in
first language. Give them a clear idea of the task, its purpose and the
behaviours you are looking for.

Ask students to look at or read a favourite book in their first language and
observe how they go about the task. For example, they may try to ‘read’ the
illustrations in a text rather than the words, they may or may not track words
when reading.
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Writing in first language
Asking the students to write a few sentences in their first language will reveal much
about their previous experiences of literacy. A first language interpreter or teacher
aide can provide additional feedback on aspects of students’ literacy.
Observe

the way the student handles the pen

where on the page and the line they start to write

whether they write on the line

the size and regularity of the letters

whether they appear to write with fluency

whether they try to copy the fonts of texts in printed publications rather than
use a handwriting style
Profiling students
Sociolinguistic profiling is an effective means of gathering and recording student
information. The profile is built up over time and updated, as more information is
gathered from students and their parents or carers.
Information gained informs program planning and indicates possible welfare
needs.
See ESL Learner Profile Refugee Bridging Programs support materials,
section 7.1.1
Note:
Sensitive information must be carefully maintained and disseminated in accordance
with confidentiality protocols.
.
Collecting and recording information for the profile
Much information about a student’s cultural, linguistic and educational background
can be collected on enrolment. Use an interpreter where appropriate.
Information recorded on CASES 21 includes:

whether the student speaks English as their main language at home

the number of years of schooling in their home country

level of disrupted schooling

date of arrival in Australia

visa subclass and visa statistical code.
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A family’s past experiences may make them uncomfortable about sharing sensitive
information at enrolment. In this situation consider postponing the interview
The transition report from the ELS/C provides information about the student’s
literacy and language learning levels and needs.
How sociolinguistic profiles can be used
Sociolinguistic profiles can help:

indicate possible welfare needs

predict students’ broad English language needs

acknowledge and build on the student’s first or other language experiences in
developing English language skills

gain knowledge of the students’ refugee background and cultural experiences
outside the school

gain awareness of the EAL student’s varied linguistic experiences, and so
develop strategies to support their learning including first language support in
the classroom

inform pathway planning
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On going monitoring of student learning
In addition to formal assessment tasks built into unit planning there will be aspects of
learning which will need ongoing monitoring.

English Literacy skills

acquisition of learning how to learn skills e.g. personal organisational skills,
study skills, thinking skills, ICT skills

affective factors, e.g. comfort level in school environment (see below).
Monitoring literacy development
The ESL Developmental Continuum (P-10) provides additional information at each of
the stages of the EAL Standards, so that teachers can monitor individual student
progress in more detail.
Note: When students are in the early stages of literacy keep detailed checklists of
specific skills development so that none of the building blocks of literacy are
overlooked.
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Other literacy monitoring strategies and tools
Literacy monitoring strategies and tools can include:
 skills development and task completion checklists
 ongoing dated observation records
 running records or miscue analyses
 reading logs
 focused analysis records such as: miscue analyses
 student portfolios –

student self evaluation eg learning journals, self evaluation checklists section
7.1.8
Monitoring EAL learners’ learning skills and affective states
See also the assessment resources, section 7.19
Many of the general learning skills cannot be taken for granted with EAL literacy
learners. These include:

Organisation skills relevant to schooling **(link to 7.0 Focus 37 )

Familiarity with school routines and classroom expectations

Learning strategies including communication and language learning strategies

Fine motor/coordination skills
For a monitoring tool go to section 71.9
Observations inform the personal and interpersonal learning goals for the ILP.
Further information on assessment
Designing effective ESL programs – students with disrupted schooling Refugee
Bridging Programs support materials, section 7.
VELS Assessment Resource. VCAA, 2007. Available at:
http://vels.vcaa.vic.edu.au/support/assessment_resource.html#reflection
Assessment for learning
http://www.assessmentforlearning.edu.au/default.asp
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Assessment and reporting
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DEECD Assessment Advice
http://www.education.vic.gov.au/studentlearning/assessment/preptoyear10/assessadvi
ce/default.htm
Reporting
Reporting to parents/carers

Use the EAL report for reporting to parents/carers. As appropriate add
comments for other domains in the comment field.
See Student Reports - Reporting the Achievement of Students for whom
English is a Second Language

Arrange an oral interview with an interpreter as needed. Bookings for
interpreters can be made through Interpreting and translating
http://www.education.vic.gov.au/management/schooloperations/interpret/defa
ult.htm
Provide a Transition report for students who transfer to the mainstream classroom
This should be brief and can include

Relevant information on student’s background

overview of the relevant domain curriculum covered in the bridging program

assessment of student’s progress on the ESL Companion to the VELS

areas of strength and weakness

suggestions to assist transition recommendations for further support
A face-to-face discussion with the students’ new teachers is particularly useful.
Published by: Student Learning Division
Department of Education and Early Childhood Development
Carlton 2012
© State of Victoria (Department of Education and Early Childhood Development) 2012
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