The Cycle of Learning

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TESL 0100
Unit 8 Reflection

 Assessment is a complex topic. In most adult ESL classes nowadays, assessment can take on many different forms. The traditional paper-pencil test is not as common anymore, Of course some types of English proficiency tests do still exist, such as the tests that are needed in order to become a permanent resident or attend a Canadian university. However, in government-funded programs, Portfolio-Based Language Assessment, or PBLA, is the method of assessment.

 PBLA is a formative assessment, meaning that it helps to "form" the teaching and the learning. It takes place throughout a topic or unit of study and allows both the teacher and student to find out how the student is doing with a topic. Are they "getting it?" Are there some parts that are still confusing or unclear to the student? Does a particular skill need review or reteaching? Through formative assessment, students also reflect on their learning and think about what they can do to improve their learning and become more autonomous. 

 PBLA is often described as a cycle because it is an ongoing process. For the TESL 0100 class we were asked to consider the five components of the PBLA cycle and describe how the teacher would implement them in the classroom. What follows are my thoughts and ideas.
The PBLA Cycle
1. Plan for learning and assessment and engage learners in planning:
  • Introduce and explain the Language Companion Binder, CLB levels and PBLA
  • Conduct needs assessments 
  • Collect work samples - reading, writing, listening, speaking
  • Identify student goals 
  • Identify learning styles/preferences
2. Build skills and practice authentic language tasks
  • select activities and tasks that align with student goals and needs
  • try to incorporate a variety of types of activities and to utilize activities that appeal to students' learning styles and preferences
  • create task-based lessons where students can show their understanding in all skill areas
3. Perform transparent assessment with clear criteria for success and engage learners in creating and performing assessment
  • Inform students of success criteria before assessment
  • Relate assessment to student goals
  • Teach and incorporate the use of peer assessment
  • Have students complete a self-assessment in relation to the success criteria
4. Provide action-oriented feedback and facilitate reflection on learning
  • Use Start, Stop and Continue to provide students with specific feedback on tasks
  • Make sure feedback will help students move from current toward desired performance
  • Provide time for self-reflection where students can reflect on their performance and how to improve
5. Use assessment info to inform future planning
  • Based on assessments, determine whether review or further teaching is needed on skills/tasks
  • Reflect on teaching practice and consider any necessary changes to lesson procedure
  • Start the PBLA Cycle again
I have recently started teaching an ESL class that incorporates the use of PBLA and found the process of describing the cycle to be beneficial to me as I begin to use Portfolios in my classroom. 

  I would say that I prefer the use of portfolios over tests. Tests focus on the memorization of facts and measure a select set of skills. They show just a snapshot of a student"s knowledge and abilities. Some students may get stressed out or even have test anxiety when a test is approaching. As a result, their performance may not show their true abilities. They may also be having a bad day or not have gotten a good night's sleep, resulting in a test score that does not reflect what they are actually capable of. Although tests can provide teachers with a grade or a percentage that can be put on a report, I do not feel that they are the most effective way to measure a student's learning.

 Portfolios, on the other hand, clearly demonstrate the growth and learning of a student throughout a course of study. They are a compilation of student work and include a variety of samples, often from multiple skill areas. When a teacher or student looks through a portfolio, they can see the progression from where the student began to their current level of performance. The samples of work showcase the knowledge and skills the student possesses in a very straightforward way. 
Given a choice, I would undoubtedly select portfolio assessment over tests. 

 Reference:
Planning for PBLA in My Classroom. PBLA Emerging Practice Guidelines. Retrieved from: https://pblaepg.language.ca/part-b-pbla-in-my-classroom/planning-for-pbla-in-my-classroom/

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