• Informal Assessment
• Formal Assessment
• Reporting to Parents / Carers

Competency in English is essential if the ESL student is to achieve success and have access to opportunities in Australian society. ESL students are assessed by both ESL teachers and mainstream teachers according to current departmental policies and processes.  The time it takes for a student to become an independent learner and move onto mainstream reporting will vary according to a range of factors such as family’s background and experience, previous schooling, motivation, personality, language aptitude and age on starting school.

Student strengths and needs are determined in oral interaction (listening and speaking), reading and writing.  Consideration regarding conceptual development of the ESL student is also made with respect to previous student experience. 

An awareness of cultural implications tied to comments made on published student work and formal reports will ensure processes are developed so that the formal reporting documents provided to parents do not impact adversely on the student.

Informal Observation Form for New Arrivals (Word 23KB)

Informal Assessment

Newly arrived ESL students are often assessed informally to discover whether they have literacy and numeracy skills in their first language. Assessment of attitude and behaviour may also be helpful.  Key points to observe are outlined below.

Does the student:

• Arrive on time for class
• Attend school regularly
• Bring necessary materials (pens, ruler, eraser, books, sports clothes etc)
• Organise subject books (use margins, date work, use headings, present legible work etc.)
• Appear interested in their environment (both in and out of the classroom)
• Have friends
• Listen actively to text e.g. instructions, comments, stories
• Observe closely experiments or demonstrations
• Watch for clues from other students
• Seek clarification for instructions
• Attempt new tasks
• Share with other students
• Participate in groups or tasks
• Use school resources (library, computers, sports equipment)
• Expect to learn (asks questions, seek information, copies other students, look for feedback)

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Formal assessment

The ESL scales are a profile specifically designed for ESL learners.  The ESL scales are designed to guide teachers in supporting the development of English language proficiency of students from non English speaking backgrounds across all learning areas. 

The ESL scales consist of 3 strands: Oral Interaction (listening and speaking), Reading and Responding, and Writing.  Within each strand are levels expressed as outcome statements.  Beginning Levels B1 – B3 and Levels 1-7 for reading and responding and writing, and Levels 1-8 for oral interaction.

For ESL students, particularly those who enter schooling beyond Prep, it is appropriate to report English acquisition in terms of ESL Scales in order to acknowledge

• first language skills
• prior learning and cultural knowledge
• second language learning process

Generally, the older a student is on entry to Australian schools, the more appropriate it will be to use the ESL Scales for reporting.

An initial assessment for each student against the three strands is conducted upon enrolment and then ongoing assessments are reported to the PEO-ESL on a term by term basis.

Reporting to Parents / Carers

Reporting to parents/carers takes place at school, with the classroom teacher, ESL teacher and, if necessary, an interpreter. The following points need to be observed, particularly when using an interpreter.

• Be positive
• Use direct language, avoid jargon
• Show student work and talk about learning processes eg. Show ISL book, have a go books, journals etc. so that parents can see progress
• Be aware that schooling (if any) may have been very different in the country of origin or refugee camps and so expectations may be different. Parents want their children to succeed in their new country and will be very interested in the student’s progress.

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