English As a Second Language Level 4 – ESLDO

Purpose  

The primary purpose of assessment is to improve student learning. Assessment relates directly to the expectations for the course.

A variety of assessments for and as learning are conducted on a regular basis to allow ample opportunities for students to improve and ultimately demonstrate their full range of learning and for the teacher to gather information to provide feedback. Assessment tasks relate to the success criteria set out in lesson plans. Success criteria allow students to see what quality looks like.

Evaluation is the process of judging the quality of student work in relation to the achievement chart categories and criteria and assigning a percentage grade to represent that quality. Evaluation is based on gathering evidence of student achievement through:

• Products
• Observations
• Conversations

Assessment for Learning – we provide feedback and coaching. Assessment FOR Learning is the process of seeking and interpreting evidence for the use of learners and their teachers to decide where the learners are in their learning, where they need to go, and how best to go there.

Assessment as Learning – we help students monitor progress, set goals, reflect on their learning

Assessment AS Learning is the process of the explicit fostering of students’ capacity over time to be their own best assessors, but teachers need to start by presenting and modeling external, structured opportunities for students to assess themselves.

Assessment of Learning – we use assessments to provide evaluative statements about student achievement. Assessment OF Learning is the assessment that becomes public and results in statements of symbols

(marks/grades/levels of achievement) about how well students are learning. It often contributes to pivotal decisions that will affect students’ future.

Students passing courses will be marked according using the following four levels of achievement:

• λLevel 1 (50-59%)
• λLevel 2 (60-69%)
• λLevel 3 (70-79%) (Level 3 is the provincial standard for student achievement.)
• λLevel 4 (80-100%)

Level R (<50%) will be used to indicate students who are performing below the provincial passing standard for a course.

ASSESSMENT TOOLS

Unit 1 –Drama

Specific Expectations

Listening and Speaking: 1.1, 2.1, 2.3, 3.1, 3.3

Reading: 1.1, 1.2, 1.5, 2.1, 2.4, 3.1, 3.3, 4.1, 4.2

Writing: 1.1,1.3, 2.1, 2.2, 3.1, 3.2, 4.3, 4.4

Unit 2 – Short Stories 

Specific Expectations

Listening and Speaking: 1.1, 2.1, 2.3, 3.1, 3.3 

Reading: 1.1, 1.2, 1.5, 2.1, 2.4, 3.1, 3.3, 4.1, 4.2

Writing: 1.1, 1.3, 2.1, 2.2, 3.1, 3.2, 4.3, 4.4

Socio-Cultural Competence and Media Literacy: 1.1, 1.2, 2.3, 3.3 1.2. 2.3

Unit 3 – Novel Study

Specific Expectations

Listening and Speaking: 1.1, 2.3, 3.1, 3.2, 3.3

Reading: 1.1, 1.2, 2.1, 2.2, 2.3, 2.4, 3.1, 3.3, 3.3, 4.1, 4.2

Writing: 1.1, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.3, 4.4, 4.5

Socio-Cultural Competence and Media Literacy: 1.1, 1.2, 2.3

Unit 4 – Media/Culture 

Specific Expectations

Listening and Speaking: 1.1, 1.2, 2.2, 3.1, 3.2, 3.3

Reading: 1.1, 1.2, 1.3, 1.4, 3.3, 4.1, 4.2, 4.3

Writing: 1.1, 1.3, 2.2, 3.1, 3.2, 4.4

Socio-Cultural Competence and Media Literacy: 1.2, 2.3, 4.1, 4.2, 4.3

Resources

English Yes! Level 3: Beginning Student Text: Learning English Through Literature (McGraw-Hill)

English Yes! Level 4: Intermediate A Student Text: Learning English Through Literature (McGraw-Hill)

English Yes! Level 5: Intermediate B Student Text: Learning English Through Literature (McGraw-Hill)

Language Handbook: Support for the Language Handbook, Harcourt Education (Holt, Rineheart and Winston)

Growing Success: Assessment Evaluation and Reporting in Ontario Schools, First Edition Covering Grades 1-12

http://www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf