Writing: Getting Things Done - Filling in Forms CLB 1-4

Writing: Getting Things Done 
FORMS  ...CLB 1,2,3,4

Filling in Forms correctly can help students get what they want, and what they need. 

Nowadays, many forms can be filled in on line. 

However, there are still some places where we need to handwrite information in forms. 

To be successful, our students need to practice recognizing where specific bits of information should go. They also need to use legible handwriting and follow North American formats. 

The package below lets you provide specific feedback to help students fill in forms more successfully.    

Today's file contains a student feedback form,

and two logs to keep track of student scores.

Download: Writing - Getting Things Done - FORMS - CLB 1-4

RE: Student Feedback Form

The student’s name, date and task go in the top right hand corner. To their immediate left, the day's task. The “tried/ succeeded excelled” icons are followed by a grid displaying the criteria for each CLB level in student-friendly language. Instructors can use check marks to indicate the level of proficiency demonstrated for each ability.

Beneath the instructor's comment area, which also includes a place to write the day's score, is a learner’s reflection area.

Please note: the gray sidebar on the left is for instructor use only. It lists criteria needed to achieve each level, using excerpts from the CLB 2012 document. FYI - the CLB number of fields per level don't seem to line up. For the sake of the students, I've adjusted these numbers slightly in the student feedback grid.

RE: Class Score Sheets

The first log is to simply list students in groups of score achieved.

The second log takes a much more detailed approach to tracking student achievements.

Both list criteria by CLB levels.  

Download: Writing - Getting Things Done - FORMS CLB 1-4

Please let  me know if these forms help you, or share better ones that you have generated/found. 

All the Best, 

Speaking: Interacting with Others just got easier.

Assessing Speaking: “Interacting with Others” just got easier.

This handout clearly identifies the skill, competency area, CLB levels and abilities.

All this information is presented in (what I hope is) “student friendly” language

and is based on my interpretation of the CLB 2012. 

Whatever the task you are using to assess students’ abilities:

•  Print off the first two pages
• Add the title/ task  & date
•  Photocopy

             Download Speaking: Interacting with Others CLB 4-8

TIPS …             Assess students in class.

If you want to assess speaking AND listening at the same time, record speakers while writing comprehension questions. Then ask students to write answers to your questions. While they are doing that, go back and listen to the recording to fill in the speaking assessment chart. Include comments on pronunciation, grammar, vocabulary, body language, etc.  After a few groups/ individuals have spoken in front of the class, collect and mark “listening” notes, add helpful comments and record scores. In my experience, this is best done with small groups. Sometimes I’ll break a class into groups and assess speakers for one task over a course of a few days. 

As this is a Microsoft Word File, please feel free to modify to your needs.

You may want to:

•  Delete or white-out the information for a level you are not assessing
• Add specific language / actions you have taught and want to assess
• Enlarge/ alter the students’ reflection area  

            

             Download Speaking: Interacting with Others CLB 4-8

Please let me know if this works for you – or if you have another idea. 

Thank you!

What are the CLB and PBLA?

The Canadian Language Benchmarks (CLB) are a standardized system for measuring an adult language learner’s listening, speaking, reading and writing abilities. At one time, students were given final grades for each of the four skills based on end-of-term exam results. Now, students must demonstrate their abilities for each skill , in four different competency areas, multiple times over the course of a term. They are to collect evidence of Portfolio-Based Language Assessments (PBLA), be able to produce a minimum of eight “artefacts” per skill.

This means each adult student across Canada is now required to present their Instructor with

at least 32 items (4 skills x 4 competency areas x 2 artefacts)

for review, before being given any updated scores.

Doing this when you are teaching one group one level each day is manageable. It’s a very different story when you have students with abilities spanning 3-8 levels…

This Blog is dedicated to the men and women doing their best to help students build the lives they have always dreamed of, while trying to implement PBLA in the Canadian classroom. 

CLB 2012 - The Canadian Language Benchmarks are a national standardized system used for  measuring language proficiency of adult learners in Canada. There are three "stages" spanning 12 levels for each of the four skills: Listening, Speaking, Reading and Writing. Citizenship and Immigration Canada require applicants for citizenship demonstrate a minimum CLB 4 in Speaking and Listening.

Download CLB 2012

      

       

Portfolio-Based Language Assessment (PBLA): Guide for Teachers and Programs provides an outline of roles and responsibilities, expectations and targets.

Download PBLA Guide 2014