Introduction to the task
These classroom assessment tasks are straightforward to administer and time efficient, allowing teachers an opportunity to quickly identify the English language proficiency of pupils with English as Additional Language (EAL) backgrounds. It has been designed with reference to the proficiency bands in the Bell EAL Assessment Framework (primary phase).
It is designed for Key Stage 1 pupils who have joined school recently and consists of theme-based tasks that resemble ordinary classroom activities.
The tasks can be used to determine whether the newly arrived pupil/s are to be considered EAL learners who would benefit from specialist EAL support. For that reason these assessment tasks have been designed to assess pupils’ Listening, Speaking, Reading and Viewing, and Writing with reference to Bands A, B and C.
In all probability pupils assessed to be at Band C in all four language domains would be able to participate in classroom activities without intensive EAL support. The pupils who can engage with the Assessment Tasks at Band C comfortably may still need specialist teacher support to develop their English language competence, particularly in terms of the use of written English for academic purposes. Continuous and systematic monitoring of pupils’ EAL development is strongly advised.
Task engagement
The tasks have been designed for individual pupil assessment involving teacher observation. However, where two teachers can be present at the assessment, the tasks can be administered to a small group of 2 or 3 pupils.
Each task, starting with activities that are typically associated Band A and progressing through to Band C should take between 15 and 30 minutes, depending on the English language proficiency of the pupil.
Some pupils may not be able to engage with the activities beyond the initial task introduction because they are at a very beginning stage of using and learning English. In such cases, use the pupil’s first/home language where the teacher can speak this language. Make a note of this bilingual support where appropriate. Where bilingual support is not available, the assessment should end at the point where further pupil engagement is clearly not possible. Again, make sure that the assessment record indicates the pupil’s ability to understand and respond (in words and/or action) up to that point.
These tasks are designed to provide pupils with an opportunity to show what they can do to engage in English (or bilingually with another language). If/when they produce a response that is not factually correct, e.g. showing the wrong time for lunch, it should not be judged as evidence of not being able to engage in the task.
These classroom assessment tasks are straightforward to administer and time efficient, allowing teachers an opportunity to quickly identify the English language proficiency of pupils with English as Additional Language (EAL) backgrounds. It has been designed with reference to the proficiency bands in the Bell EAL Assessment Framework (primary phase).
It is designed for Key Stage 1 pupils who have joined school recently and consists of theme-based tasks that resemble ordinary classroom activities.
The tasks can be used to determine whether the newly arrived pupil/s are to be considered EAL learners who would benefit from specialist EAL support. For that reason these assessment tasks have been designed to assess pupils’ Listening, Speaking, Reading and Viewing, and Writing with reference to Bands A, B and C.
In all probability pupils assessed to be at Band C in all four language domains would be able to participate in classroom activities without intensive EAL support. The pupils who can engage with the Assessment Tasks at Band C comfortably may still need specialist teacher support to develop their English language competence, particularly in terms of the use of written English for academic purposes. Continuous and systematic monitoring of pupils’ EAL development is strongly advised.
Task engagement
The tasks have been designed for individual pupil assessment involving teacher observation. However, where two teachers can be present at the assessment, the tasks can be administered to a small group of 2 or 3 pupils.
Each task, starting with activities that are typically associated Band A and progressing through to Band C should take between 15 and 30 minutes, depending on the English language proficiency of the pupil.
Some pupils may not be able to engage with the activities beyond the initial task introduction because they are at a very beginning stage of using and learning English. In such cases, use the pupil’s first/home language where the teacher can speak this language. Make a note of this bilingual support where appropriate. Where bilingual support is not available, the assessment should end at the point where further pupil engagement is clearly not possible. Again, make sure that the assessment record indicates the pupil’s ability to understand and respond (in words and/or action) up to that point.
These tasks are designed to provide pupils with an opportunity to show what they can do to engage in English (or bilingually with another language). If/when they produce a response that is not factually correct, e.g. showing the wrong time for lunch, it should not be judged as evidence of not being able to engage in the task.
Use the Assessment Sheet to record your observations of pupils’ task performance.