[eal-bilingual] EAL and assessment

Many of you will probably remember the article in the EMAU newsletter 
and will have read Nicola Davies's response in the new section of the 
NALDIC website. I have pasted it here to jog your memories since this 
all happened just before the summer break.

"The recent EMAU Newsletter from the Department for Children, Schools 
and Families (DCSF)contains a rather odd article entitled 'EAL 
Assessment Reminder'. This article notes that Recent feedback from 
local authorities and EAL practitioners suggests differences in 
approach when assessing pupils learning EAL. Whilst the majority of LAs 
have adopted the QCA steps, we’re told that others are still using 
other scales as the basis for EAL assessment.

Rather than question why, nearly eight years after the publication of 
A language in common and despite considerable pressure to adopt the QCA 
steps, many EAL practitioners still question whether these are 'fit for 
purpose' and continue using EAL stages, the EMAU has chosen instead to 
remind practitioners that they 'do not support alternative scales'.

The Summer 2007 EMAU newsletter can be downloaded from http://www.
standards.dfes.gov.uk/ethnicminorities/resources/emaunewsletterjuly07.
pdf "

I mulled over this, and here are some thoughts I want to share, and 
will welcome your comments.

I have never been an enthusiastic supporter of Language in Common, and 
like Nicola doubt it fitness for purpose for several groups of EAL 
learners, but be that as it may, I think there are other pressures 
around which are likely to make it difficult for EMAG teachers who are 
using Language in Common with the pupils it may be best suited for  to 
use it effectively. I think these pressures may be skewing EAL 
assessment.

LIC steps are not welcomed by the folk, who do the counting for LAs. 
(I am reminded of the Count in Sesame Street here!). They use Excel 
type software and need numbers not words. Currently these 'Counters' 
are pressuring heads for numbers because the DCFS is pressuring LAs for 
numbers. This is tied into all the work going into Raise on Line and 
online target setting.

DCFS are promoting P scales heavily at the moment and providing lots 
of data software support to back this up. P scales as you well know are 
specifically designed for children with special needs. They break down 
development into very small chunks cross a wide range of indicators to 
help to identify specific special needs eg autistic children. P scales 
are numbers and fit on spreadsheets. They are not suitable for 
assessing bilingual learners unless of course the bilingual learners 
also have special needs.

Currently there is not a clear correlation between Foundation levels 
and NC levels.

What is the result of all this pressure?

LAs are pressuring schools to use P scales for any child pre level 1. 
So very young summer born children who are not yet working at level 
one, and would be best assessed on foundation stage levels are having P 
scales attached to them to satisfy the 'Counts'. 

And so are pupils learning English.

Is this happening in your school/authority? 

Best wishes, Stuart

Collaborative Learning Project, 17 Barford Street, London N1 0QB
Supporting a cooperative network of teaching professionals to develop and disseminate accessible teaching materials in all subject areas and for all ages.
Telephone: 0044 (0)207 226 8885
Website:http://www.collaborativelearning.org
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