Assessing second language skills - a challenge for teachers Case studies from three Norwegian primary schools

Transkript

1 Assessing second language skills - a challenge for teachers Case studies from three Norwegian primary schools The Visions Conference 2011 UiO May 2011 Kirsten Palm Oslo University College Else Ryen University of Oslo Assessment according to law The Education Act ( 2.8) states that The municipality shall chart the pupil s proficiency in Norwegian before making a decision about special language education. Such charting shall also be performed during the course of the education for pupils receiving special language education in accordance with the regulations, as a basis for assessing whether the pupils are sufficiently proficient in Norwegian to follow the school s regular instruction. 1

2 Assessment tool for basic Norwegian for language minorities. Adaption and use in primary and lower secondary school The aim of the study was to examine how schools and teachers use the assessment tool to evaluate minority pupils competences in their second language in which ways the tools and the assessment might help the teachers to take appropriate pedagogical measures The project also aimed at studying how the assessment practise can be understood as part of the regulations and competence aims inherent in the National Curriculum for Knowledge Promotion in Primary and Secondary Education and Training. The data mapping tool forms from 21 pupils observation notes from classrooms assessment situations notes from discussions with the teachers semi-structured interviews with six teachers four school leaders 4 2

3 Assessment tool for basic Norwegian for language minorities has been produced largely based on levels and descriptors in CEFR describing what the learner is able to do in listening, speaking, reading and writing at different levels based on The Knowledge Promotion (K06) also embodying the main subject areas language learning and language and culture describing goals for the five basic skills (oral, writing, reading, numeracy, using digital tools) in accordance with K06 The charting tool consists of a language biography that contains a description of the pupil s overall language competence an assessment tool that contains both level descriptions and forms to be used to document the pupil s language skills in different areas ( the pupil can do statements) a portfolio where the pupil s language competences can be documented. 3

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5 Nivå 1 LESE Navn: KP Klassetrinn: 3-4 Eleven kan: Eleven kan det norske alfabetet, og kan lese små og store bokstaver. Eleven kan knytte bokstavene til lyder og trekke lydene sammen til ord. Eleven kan lese tilpassede tekster med flyt og sammenheng. Med mye hjelp Med litt hjelp Eleven kan gjenkjenne navn og tall Eleven kan gjenkjenne vanlige logoer og skilt Eleven kan forstå sammenhengen mellom bilde og tekst i enkle sammensatte tekster. Eleven kan lese og forstå korte beskjeder om tid, sted og det som skal gjøres. Eleven kan lese og forstå hovedideen i korte tekster om kjente temaer. Eleven kan lese og forstå enkle skriftlige spørsmål om noe han eller hun har lest på norsk. Uten hjelp Dokumentert i mappe Eleven kan finne aktuelle bøker på biblioteket. Eleven kan finne aktuelle tekster på internett. 9 Different test types Criterion referenced tests (e.g. Assessment tool for basic Norwegian) Aiming to make an individual language profile on different language skills Measure broad aspects of language use and communicative competence Norm referenced (e.g. National reading tests) Comparing individuals to a national standard 10 5

6 The assessment tool invites to Systematic assessment procedures Structuring of the assessment related to levels and skills Qualified decisions on special second language education 11 Teachers and school leaders understanding of the tool A focus on the second language learner : Learning a new language is an extensive process Makes the student s bilingual competence visible Highlights areas that are not in the curriculum in Norwegian as a mother tongue Tests constructed for monolingual students have weaknesses for this group of pupils 12 6

7 Assessment for learning Formative assessment planning for further teaching including pupils in the assessment procedure information to parents 13 A change of pedagogical practice? More systematic second language teaching Broadening the field of linguistic competences to be taught Listening talking reading writing Communicative competence Language learning strategies 7

8 Increased competence? Assessment tool developed for second language learners Increases teacher competence Requires competence in teaching Norwegian as a second language Requires cooperation among teachers across subjects Effective assessment of second language learners requires an acknowledgement of the role that childrens first language plays in their second language learning (cf. McKay 2006) 8