Assessments (e.g. baseline, SATs, GCSEs, teacher assessments)
- Fair assessment
- Baseline assessment
- End of Key Stage Assessments (SATs)
- GCSEs and GNVQs
- Teacher assessments
- Special educational needs
Fair assessment
Summative assessment/standardised tests only tell us what a child can or can't do within a given curricular area/range of skills. NFER reading tests measure knowledge of a number of unrelated vocabulary items with little context given. All such tests, including non-verbal, are culturally biased if they do not take account of the breadth of knowledge and understanding a child brings with her/him.
Fair assessment is more holistic entailing the collection of a wide variety of information on:
- the child's language skills in all her/his languages
- previous educational experience in country of origin
- the child's health e.g. is hearing a problem?
- the knowledge and experience the child brings into the classroom
Fair assessment involves the use of a range of assessment methods including bilingual personnel to interpret for children for whom English is an additional language.
Information gathered over time through these methods is essential if teachers are to plan for the full inclusion of pupils into all areas of the curriculum.
Baseline assessment
If children are learning English as an additional language, it is acceptable to explain to the child what they are expected to do in their home language. Assessments can be made through the child's home language, except for all the language and literacy assessments which should only be undertaken and responded to in English. If a child cannot respond to any Language and Literacy activities administered in English they should not be credited with the points (from Guidance on Administering the Baseline Assessment).
Contact Hampshire EMA Service if you require a bilingual assistant to do the assessment in the home language. Parents should not be used, if at all possible.
It is useful to do a parallel Language and Literacy assessment in the home language, if there is time. These results cannot be recorded on the baseline sheets, but they are a useful indication of how the child's language and literacy have developed in the home language.
End of Key Stage assessments
Special arrangements for pupils taking SATs, for whom English is an additional language, are outlined in the booklet Assessing and Reporting Arrangements (QCA). An annual version of the booklet is published and sent to schools each year.
In 2001, the special arrangements for children for whom English is an additional language and who have limited fluency in English were as below:
Key stage 1
Test papers may be opened 5 school days before the planned administration of the test
English tests - tests are designed to assess ability to read and write in English so no assistance can be given with the questions or text. Only general instructions may be translated.
Science and written Mathematics papers - in general language support staff (e.g. bilingual assistants) may translate words or phrases used in the assessment materials or used by children in their responses. Remember some children may not be familiar with some subject vocabulary and technical terms in their home language. Complete test papers should not be translated. Children's responses should normally be in English. Where they are in another language the school needs to provide the external marker with a translation of the child's responses together with the child's own script.
Mental arithmetic test - if needed an oral translation may be made for children, for whom English is an additional language and who have only been in the English education system for a certain amount of time (date as per booklet). All timings still have to be strictly observed. Schools would need to apply for permission to open tests early.
Disapplication - A child who has recently arrived from a different educational system may need to be disapplied from those aspects of the assessment which are in accessible.
Key stages 2 and 3
English tests - no bilingual dictionaries, word lists etc are allowed in the English tests. Pupil's responses must be in English.
Science and written Mathematics papers - bilingual dictionaries may be used providing they do not give subject assistance. Schools may provide written or verbal translations of individual words and phrases. General instructions may be translated in full. Pupils should not be provided with written translations of whole questions or papers. Responses should normally be in English. Where they are in another language the school needs to provide the external marker with a translation of the child's responses together with the child's own script.
Mental arithmetic test - an oral translation of the mental arithmetic test may be made for pupils for whom English is an additional language. All translated versions of the test must be delivered orally and all timings strictly observed. Schools must obtain permission from Hampshire County Council Education Authority to open the mental arithmetic test early ( i.e. one school day prior to the timetabled day of the test). Permission will usually be granted for pupils who have been in the English educations system for up to a year. For other children, further details to support their application must be provided.
Disapplication - A child who has recently arrived from a different educational system may need to be disapplied from those aspects of the assessment which are in accessible. (Assessment and reporting arrangements, KS1, 2001)
Remember also:
You can apply for additional time for pupils who have very limited fluency in English.
Hampshire EMA Service is usually able to supply an interpreter/translator for SATs. Please contact Hampshire EMA Service at least one month prior to the beginning of the tests. Bilingual assistants should work under the guidance of the school staff.
The bilingual assistant will need to check the vocabulary used in the test during the hour immediately proceeding the paper. Adequate time should be allowed for the bilingual assistant to prepare.
If a bilingual assistant is not available it may be helpful to read the mathematics and science papers to the pupils. Early opening of the tests is allowed for this. Readers are not allowed in the English tests.
GCSEs and GNVQs
Special arrangements for pupils whose first language is not English
For 2004 -05 awarding bodies (AQA, Edexcel, OCR and WJEC) have agreed, through the Joint Council for General Qualifications (JCQG), the following for candidates whose first language is not English, Gaelige or Welsh:
- The use of a bilingual translation dictionary (ie without explanation of terms) IS permitted for candidates according to individual needs. Electronic bilingual dictionaries or translators may not be used.
- A bilingual dictionary is NOT allowed in English, Gaelige or Welsh examinations and in examinations in the candidate's first language or a closely related language except where specifically permitted by the specification.
- Candidates and who have been in the UK for LESS THAN 2 YEARS* at the time of the examination will be permitted up to 25% additional time where a bilingual dictionary is to be used, on application to the awarding body. The extra time is intended for those who have come into the UK during the two year course leading to examinations and whose English is so limited that a significant proportion of the examination time would be spent using the dictionary than on answering questions. Extra time will be available up to the day before the second anniversary of the candidate's arrival in the UK, following which only the bilingual dictionary may be allowed.
- Candidates will not be permitted to have questions translated into their first language.
* Evidence of entry into the country in the form of photocopied passports is now not required. However, the Head of centre must be satisfied about the candidate's previous educational history and should indicate when the candidate arrived in the UK.
Complete information is available in the booklet Regulations and Guidance Relating to Candidates with Particular Requirements sent to all centres. Check pages 23,24 and 47 for information relating to EAL pupils.
Please speak to your Exams Officer if you have any further questions.
Entering pupil for GCSEs in first language
The benefits of entering pupils in exams in their first language are clear:
- valuing pupils' first language - sending a positive message which boosts pupils' self- esteem
- an opportunity for newly arrived pupils, in particular, to achieve high grades whilst English skills may still be at an early stage of development. Many pupils achieve A/A*
Exams available
Through OCR: Dutch; French; German; Gujerati; Persian; Portuguese; Spanish; and Turkish.
Through AQA: (AEB, SEG and NEAB merged): Bengali; French; German; Modern Greek; Modern Hebrew; Italian; panjabi; Polish; Russian; Spanish; and Urdu.
Through Edexcel: Arabic; Chinese; French; German; Italian; Japanese; Modern Greek; Russian; Spanish; and Urdu.
A summary of the GCSE examinations (e.g. whether modular, tiered, short course etc) is available on the Internet at www.cilt.org.uk/commlangs/exam.htm.
Preparing pupils for the exam - updated Hampshire EMA Service service for schools
We have had a number of enquiries in relation to entering pupils for GCSE in first language. Hampshire EMA Service is able to offer the following services to support pupils taking GCSE in their first language:
- assessment of pupil’s first language skills, so that they can be entered at the correct level
- practice session to familiarise pupils with the exam format and types of questions
- a mock exam prior to taking the GCSE
- administering the oral part of the exam.
Unfortunately, we are not able to offer this as a free service. There is a charge so that we can cover the cost of bilingual assistant hours. To discuss your requirements, please telephone the Basingstoke Hampshire EMA Service office (01256 330195) and ask to speak to Amy Walpole or request a leaflet.
Past papers
Past papers are available from the relevant examination boards.
Teacher assessments - National Curriculum
In 2000, the Qualifications and Curriculum Authority (QCA) introduced a common scale for assessment which allows for the fact that pupils will progress in different ways. The extended scale supports the assessment of pupils of all ages for whom English is an additional language.
Hampshire EMA Service is encouraging the use of this extended scale which will ensure effective assessment of pupils who are new to English learning and is used in all early profiling.
Criteria have been developed for listening, speaking, reading and writing. The scale has two descriptions for attainment in English before National Curriculum Level 1 (called Step 1 and Step 2) and two further descriptions for attainment within Level 1, these being Level 1 Threshold and Level 1 Secure.
All schools should have received a copy of the booklet 'A Language in Common: assessing English as an additional language'. Further copies are available to order from QCA, or you can download the full document - A Language in Common , which also contains examples of pupils' attainment in English, from the QCA website.