EAL/D Assessment

Rationale

Assessing and Reporting of

SAE for EAL/D Learners
Evidence of Learning Folio with work
samples in for

1.

2.
3.

4.
5.

Listening
Speaking
Reading
Writing

Assess students NTCF ESL Levels

Determine EAL/D Phases from overall
NTCF ESL Levels using Alignment
Charts
Report on student learning each
semester.
Report on student progress within the
report (once there is ongoing data to
use)

1. Evidence of Learning Folio

A folio of student work for the purpose of assessment
and monitoring of students SAE language acquisition
is compulsory for all EAL/D students.
All work samples need a context sheet attached ready
for assessment.
Folio includes evidence (work samples) of
Listening
Speaking
Reading
Writing
Work samples could include

Writing sample from any learning area (e.g. Science procedural text, narrative, script for a play etc)
Sight words and/or PM reading assessment
Oral transcript from a presentation or listening/speaking assessment task
Anecdotal records and/or checklists of listening, speaking, reading and writing
Australian Curriculum assessment tasks in any learning area
Comprehension tests
Listening task i.e. Barrier game or following instructions game

2. Assess students NTCF ESL

Levels
Students work samples are assessed using either
the Early Childhood & Primary Learners NTCF ESL
Levels OR Secondary NTCF ESL Levels.
Two to four individual work samples are looked
at carefully, with teacher judgement, to
determine an overall ESL Level for:
Listening
Speaking
Reading
Writing

3. Determine EAL/D Phases

from overall NTCF ESL Levels
Overall NTCF ESL Levels are looked at on the
appropriate Alignment Chart to determine the
students EAL/D Phase for:
Listening
Speaking
Reading
Writing

4. Report on student learning

Report on students Standard Australian English
(SAE) learning to families.

NTCF ESL Levels

ACARA EAL/D Phases
Report comment including

ACARA EAL/D Phase level and impact on students

learning year level Australian Curriculum
What student knows, understands and can do in
listening/speaking and reading/writing
Progress to date and new targets for language learning.

5. Report on student progress

THIS WILL COME EVENTUALLY AS WE CONTINUE TO
ASSESS AND KEEP ONGOING RECORDS OF
STUDENTS LEARNING THROUGH A DATA BASE
SYSTEM. Watch this space...
MONITORING of students NTCF ESL Levels is required
in order for staff to
1. See progress and be able to report progress in
students SAE learning
2. Target student SAE learning needs
3. Inform teachers of ESL approaches and programs
that would best suit the learner/s
4. Measure impact of our EAL/D teaching on
student EAL/D learning outcomes

Respond!

Responding as a school and as teachers of EAL/D

students to more effectively meet their needs
using the knowledge-building cycle.

So What & Now What?

Teachers will
Know the knowledge and skills the students
will need as a learner of SAE
Be informed on the knowledge and skills they
(teacher) will need to learn as a teacher of
EAL/D students.
Respond by deepening their professional
knowledge and refine skills
Engage students in new learning experiences
Be able to measure impact of our changed
EAL/D teaching practice