Building Teachers’ Assessment Capacity for Supporting English Language Learners Through the Implementation of the STEP Language Assessment in Ontario K-12 Schools

Stille, Saskia; Jang, Eunice Eunhee; Wagner, Maryam

doi:10.18806/tesl.v32i0.1215

Cited by 8 publications

(5 citation statements)

References 48 publications

(61 reference statements)

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“…The participants highlighted that support from the school administration is what they need. This is strongly agreed upon in a considerable number of previous studies [35][36][37]. The findings of these studies indicated that teachers need ample support from the school administration to carry out curriculum and assessment practices in schools.…”

Section: Discussionsupporting

confidence: 70%

Challenges in using authentic assessment in 21st century ESL classrooms

Aziz

Yusoff

Aslamiah

2020

IJERE

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This paper seeks to explore the challenges faced by excellent teachers in preparing for authentic assessment in their English as a Second Language (ESL) classrooms. This qualitative case study involving six excellent teachers was based on purposive sampling. Data sources in this study used classroom observation and a series of semi-structured interviews with the excellent teachers. Thematic analysis was used to identify emerging themes from the codes gathered from the interviews and observations. Data showed that excellent teachers faced multiple challenges prior to preparing for authentic assessment. They have also been using variations of authentic assessment to help children in their learning besides accurate documentation and extensive reading from around the globe to equip themselves with the current knowledge. Since there is no clear guideline for teachers who practice authentic assessment in their classes, this study provided some insights on the preparations and the use of authentic assessment as part of their teaching and learning process.

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Section: Discussionsupporting

confidence: 70%

Challenges in using authentic assessment in 21st century ESL classrooms

Aziz

Yusoff

Aslamiah

2020

IJERE

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“…The K-12 curriculum also emphasizes the significance of testing English language proficiency. Wagner, et al (2015) reported that when it comes to language assessment in the K-12 educational context, effective use of descriptors-based language proficiency scales for classroom-based language assessment has the potential to foster professional learning for teachers and increase schools' capacity to serve English Language Learners (ELLs).…”

Section: K To 12 English Basic Education Programmentioning

confidence: 99%

A Formative Evaluation of The Implementation of The K to 12 English Program of Public Elementary Schools

Ramos,

Ulep

2023

IJMABER

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The scope of the K–12 program's implementation of the Language Arts and Multiliteracies Curriculum was investigated by means of the curriculum's design, content, techniques, and approaches, as well as its resources and facilities for learning and evaluation. Quantitative and qualitative research designs were used in the study. Twenty (20) teachers and administrators, along with 226 elementary school pupils, participated in the data collection. The results showed that the English program for grades 6 through 12 was widely implemented. Learning facilities and resources were noted as a major issue. The issues with teachers' and students' readiness and preparation were of a relatively significant nature. As a result, the issues in the remaining areas, such as those with teaching strategies and techniques and curriculum enhancement, were a little more significant. The degree of implementation and achievement level have been proven to be significantly correlated. Therefore, even though the overall mean score indicated a passing rate, the lack of resources and facilities contributed in some measure to the achievement test result showing a sizable portion of students did not fulfill the norm. The Department of Education should therefore give immediate attention to resources and facilities since they are the most pressing issue affecting how the curriculum is implemented.

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“…Within Ontario school districts, schools with a large ELL population are designated as site schools with one or more full-time ESL teachers on staff (Van Viegen Stille, Jang, & Wagner, 2015). Schools with smaller ELL enrollments have itinerant ESL teachers who rotate among several diff erent schools within a school district.…”

Section: Educators Of English Language Learners In Ontariomentioning

confidence: 99%

“…For meaningful collaboration to occur between ESL teachers and classroom teachers, sharing students' goals, which have been derived from a common framework, is advantageous. Van Viegen Stille et al (2015) found that the shared vocabulary relating to ESL instruction included in the STEP Guide (OME, 2011) has aided teachers in co-planning from a common framework of reference.…”

Section: Collaboration Between Esl Teachers and Classroom Teachersmentioning

confidence: 99%

Collaboration to Support ESL Education: Complexities of the Integrated Model

Vintan¹,

Gallagher²

2019

TESL Canada

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The purpose of this study was to explore current practices of collaboration between English as a second language (ESL) and elementary classroom teachers and provide evidence-based recommendations on how to enhance collaborative professional relationships that support the instruction of English Language Learners (ELLs). A qualitative research methodology was employed to explore current practices as well as educational resources used by four ESL teachers as they worked to foster collaborative relationships with classroom teachers. Data collection methods included (a) interviews with ESL teachers reflecting on their beliefs and practices, (b) structured observations of ESL and elementary teachers in classrooms, and (c) analysis of professional planning artifacts (e.g., daybook plans, lesson plans, professional readings, and instructional resources) to document participants’ practices in ESL education. Findings revealed that ESL teachers negotiated collaboration based on a desire to work together and a belief that a cohesive educator team is important in ESL education, however, these ESL teachers encountered barriers such as a lack of training, technology, and tools to facilitate collaboration and limited time to do so. This resulted in limited and informal, surface-level collaboration. Implications of the findings relating to best collaborative practices are discussed. Le but de cette étude était d’explorer les pratiques de collaboration actuelles entre les professeurs d’anglais langue seconde (ESL) et les enseignantes et enseignants au primaire et de fournir des recommandations concernant la façon d’améliorer les relations de collaboration professionnelle en soutien de l’enseignement aux apprenantes et apprenants de la langue anglaise (ELLs). Une méthodologie de recherche qualitative a été employée pour explorer les pratiques actuelles et les ressources didactiques utilisées par quatre professeurs d’anglais langue seconde (ESL) dans un effort pour encourager les relations de collaboration avec des professeurs de classe. Les méthodes de collecte de données ont notamment été (a) des entrevues avec des professeurs d’anglais langue seconde exprimant leurs croyances et décrivant leurs pratiques, (b) des observations structurées de professeurs d’anglais langue seconde et d’enseignantes en enseignants au primaire en classe et (c) l’analyse d’objets de planification professionnelle (par ex. journaux, plans de cours, ouvrages professionnels et matériel didactique) afin de documenter les pratiques des participants en matière d’enseignement de l’anglais langue seconde. Les conclusions ont révélé que les professeurs d’anglais langue seconde négociaient la collaboration en fonction d’une volonté de travailler ensemble et d’une croyance voulant qu’une équipe pédagogique unie soit importante pour l’enseignement de l’anglais langue seconde, mais en se heurtant toutefois à des obstacles tels que le manque de formation, de technologie et d’outils pour faciliter la collaboration ainsi que le peu de temps disponible pour y arriver. Le tout a produit une collaboration limitée, informelle et superficielle. Les implications des constatations relatives aux meilleures pratiques de collaboration font l’objet d’une discussion.

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Building Teachers’ Assessment Capacity for Supporting English Language Learners Through the Implementation of the STEP Language Assessment in Ontario K-12 Schools

Abstract: The Ontario Ministry of Education recently implemented the Steps to English Proficiency (STEP) language assessment framework to build educator capacity for addressing the needs of English language learners (ELLs

Cited by 8 publications

References 48 publications

Challenges in using authentic assessment in 21st century ESL classrooms

Challenges in using authentic assessment in 21st century ESL classrooms

A Formative Evaluation of The Implementation of The K to 12 English Program of Public Elementary Schools

Collaboration to Support ESL Education: Complexities of the Integrated Model

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