ELTPA Assessment Tool for Placement in ELT Programs presented by: - - PowerPoint PPT Presentation

ELTPA Assessment Tool for Placement in ELT Programs

presented by:

Centre for Education and Training

Centre for Education & Training Test Development

CLBA Placement CLBLA Literacy CLBPT Streamlined CLB-OSA Online Self-assessment ELTPA (6-10) Placement

National launch of high-level proficiency ELT programs Need for assessment of client proficiency as a predictor of success, benchmarked-based, workforce-context language training Funding available through the ELT Initiative TCET contracted to develop placement tools for ELT in November 2004 Initially proposed in response to needs of ELT providers in Peel/Halton (Ontario) CIC request to develop as tool for national placement of ELT learners TCET contracted by ELT to develop placement tool for ELT programs

Background

Key Strategies

consistency in application of development methodology consideration for stakeholder issues

• ngoing consultation with experts in the

field rigorous validation process

Development Team

Test developer – Kasia Dziwak Task writers (4) Consultants/reviewers: test development – Gail Stewart workplace training – Judith Bond CLB validity experts (4) Advisory Group Measurement Expert

ELTPA Test Development and Validation

Research CLB 2000 and test development literature ELT program surveys Development of Test Specifications expert review revisions Development of Tasks expert review and revisions validity study and revisions Field Test analysis of results and revisions Pilot ELTPA (6-10) – 350 candidates ELTPA (9-10) – 140 candidates Statistical Analysis, Operational Forms expert analysis consultation on operational forms

Successes

statistical analysis of ELTPA pilot data confirms the validity of the speaking, listening, reading and writing sub-tests, and reveals reliability results commensurate with or exceeding standards for low-stakes tools positive feedback from pilot subjects and their instructors

Expert’s View

Gail Stewart, Developer of CLBA/CLBPT:

ELTPA design and development reflects consistent application of best practices, due consideration for stakeholder issues and a thoughtful balance among requirements for reliability, validity, ease of administration, and efficiency of scoring.

User’s View

“Our Mohawk College ELT students were involved in the pilot testing of the ELT assessment tool in the fall of

• 2005. We were very pleased with the results! The pilot

results were very much in-line with our own evaluations

• f the students' benchmark levels, which was excellent

to know. We feel that the assessment tool has great reliability and

• validity. The students' too, were pleased with their

experience in piloting the test. They felt it was a fair assessment of their skills and quite straightforward.” ELT Instructor at Mohawk College, Hamilton

ELTPA Instrument

ELTPA (6-10)

referenced to CLB 2000 designed for placement in ELT programs workforce-oriented tasks and themes four language skills and four scores time-efficient, easy to use and reliable administered by a trained assessor Funding: CIC, ELT Initiative

ELTPA (6-10) Overview

proficiency across: Bm 6- through Bm 10+ for assessment of clients with prior CLB scores at Bm 6 or higher includes a screener administered and scored by a trained assessor

ELTPA (6-10) Speaking and Listening

Speaking

15 min, interview Task 1 and 2: introduce oneself and describe/narrate an experience Task 3: conduct an analysis Task 4: deliver a presentation Task 5: participate in a discussion

Listening

20 min, assessor facilitated Task 1: follow a phone message Task 2: listen to a semi-formal presentation Task 3: listen to an informal conversation Task 4: follow a formal discussion

ELTPA (6-10) Reading and Writing

Reading

60 min; multiple choice Task 1: read an instructional email Task 2: read a company policy excerpt Task 3: read and compare ideas in two

• pinion passages

Writing

45 minutes Task 1: write a memo/report Task 2: write a formal letter

Recommended Uses for ELTPA Instruments

determine client proficiency level for placement in an ELT program provide instructors and service providers with accurate information on the clients’ proficiency facilitate program planning and development provide candidates with a better understanding

• f their higher-level workforce-context language

skills