Initial and ongoing assessment can be conducted using a variety of teaching and assessment tools and must cover a range of purposes and domains of language. Language assessment must include the assessment of listening, speaking, reading/viewing and writing.

Assessment data can be mapped to the English as an additional language or dialect (EAL/D) Learning Progressions and the ESL Scales (PDF 522 KB) and these tools should be used to assist in determining the starting points in planning for teaching. Advice from the EAL/D Learning Progression and ESL scales levels will assist teachers to plan appropriate support, including differentiated instruction and assessment.

Differentiating assessment

Differentiating assessment for EAL/D learners involves applying the principles of scaffolding for EAL/D. Differentiated assessment means selecting tools and strategies to provide each student with the best opportunity to demonstrate their learning. It involves rethinking the standard practice of having all students do the same assessment tasks at the same time, regardless of their individual learning needs or the learning they have already demonstrated.

Differentiated assessment for EAL/D may include:

• providing additional time
• allowing students to create a visual representation of their learning
• providing a reader or bilingual support person
• allowing students to use a bilingual dictionary.

EAL/D Learning Progressions

NSW public school students who have a first language or dialect other than Standard Australian English (SAE) and require support to develop SAE are required to have their English language proficiency identified using the ACARA EAL/D Learning Progression or department developed Kindergarten EAL/D Learning Progression.

Both the ACARA EAL/D Learning Progressions and Kindergarten EAL/D Learning Progression have been developed for use by teachers who are not EAL/D specialists. They describe a progression of language learning typical of EAL/D students. The EAL/D Learning Progressions help teachers identify the English language proficiency of EAL/D learners and address their specific learning requirements. Teachers can use these progressions to:

• understand the broad phases of English language learning that EAL/D students experience
• identify where EAL/D students are located on the progressions for listening, speaking, reading/viewing and writing skills
• monitor the linguistic development of EAL/D students.

Using the tools, students are described as being in one of the four phases: Beginning, Emerging, Developing or Consolidating English.

Phase of students

To determine a student's phase, teachers will need to consider examples of work across all four modes of language to identify the elements that are outlined in the learning progressions.

Guidelines for using the Kindergarten EAL/D Learning Progression (PDF 366KB) provides information about the Kindergarten EAL/D Learning Progression and describes the steps required to determine an EAL/D phase.

Using the EAL/D Learning Progression (PDF 59KB) provides information about how to determine an overall phase of English language proficiency for Maintain EAL/D in ERN.

Descriptors by mode and year are provided below:

• For kindergarten: Kindergarten EAL/D Learning Progression (PDF 1.7MB)
• For years 1 and 2: Using the EAL/D Learning Progression K–2 (PDF 102KB)
  
• For years 3 to 6: Using the EAL/D Learning Progression Year 3–6 (PDF 97KB)
• For years 7 to 12: Using the EAL/D Learning Progression Year 7–10 (PDF 96KB)

Kindergarten EAL/D Learning Progression Frequently Asked Questions (PDF 95KB) provides further information about why the Kindergarten EAL/D Learning Progression was developed, when to use the tool and how to assess kindergarten EAL/D learners across the four modes.