[eal-bilingual] Assessment

http://www.westberks.org/GroupDownloadFile.asp?GroupID=1061&ResourceId=2
8857 Speaking and listening sub levels

http://literacy.cumbriagridforlearning.org.uk/index.php?category_id=19
Writing

-----Original Message-----
From: eal-bilingual-bounces at lists.becta.org.uk
[mailto:eal-bilingual-bounces at lists.becta.org.uk] On Behalf Of Wilson,
Jackie
Sent: 17 July 2008 14:34
To: For practitioners involved in teaching pupils from ethnic and
linguistic minorities
Subject: Re: [eal-bilingual] Assessment - steps and point scores

Would you not just cross reference against sub levels? - The Cumbria
site has sub levels for English Does this help
Jackie

-----Original Message-----
From: eal-bilingual-bounces at lists.becta.org.uk
[mailto:eal-bilingual-bounces at lists.becta.org.uk] On Behalf Of Sue Lee
Sent: 17 July 2008 14:33
To: For practitioners involved in teaching pupils from ethnic
andlinguistic minorities
Subject: Re: [eal-bilingual] Assessment - steps and point scores

Does anyone know how the EAL assessment scale (step 1, step2, L1
threshold,
L1 secure) links with point scores / NC levels 1a, 1b, 1c?

Thanks Sue

-----Original Message-----
From: eal-bilingual-bounces at lists.becta.org.uk
[mailto:eal-bilingual-bounces at lists.becta.org.uk]On Behalf Of
real.public
Sent: 17 July 2008 13:37
To: For practitioners involved in teaching pupils from ethnic
andlinguisticminorities
Subject: [eal-bilingual] END DELEGATION QUERY

Dear all,

Thankyou very much to everyone who has responded to my query about
delegation, and to those who have made additional comments.  This forum
is a
wonderful resource and your expertise and insights are appreciated.  As
many
of you are replying to the whole forum and as I now have a fair idea of
the
balance of feeling, I'm going to call a halt to stop your inboxes
getting
clogged up.

For your information:
NO = 27 (several in bold, capitals or with exclamation marks)
YES = 7 (3 of which were qualified yes's dependent on quality, standards
and
available funds)
Comments without a definitive YES or NO = 10.

A number of you have indicated how practice varies between LEAs, school
types, models of provision etc. and how different levels of funding for
LEAs
and/or schools have an impact on quality.  Clearly, the real question is
whether or not children and young people are getting the best possible
provision and this is not simply a direct result of delegated or
centralised
funding.  However, your responses suggest that delegation has not yet
brought about uniform improvement for pupils or the profession.

Thanks again.
Jonathan

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