1. Canadian Language Benchmarks (CLB) Assessments
Presented by
Elena Durette, Kerry Louw and Bonnie Nicholas
EDPY 593
March 3, 2008
We have lots if information!
Structure of the presentation: Bonnie will talk about the hx and dev of the various assessment tools
-secrecy
-Elena will talk about the SAMs and do some assessment activities
-Kerry will talk about the effects of this kind of assessment in the classroom
-finally, we want to know what you see as the strengths and weaknesses of the CLB and CLB assessment
-we have a handout & PPt available online
-lots of hyperlinks in the PPt

2. L2 Assessment in Canada before the CLBA
I have a student who just moved from Ontario. He was in an intermediate class there, but here he’s a high beginner.
At our school, if students know the past tense, we put them in an intermediate class.
-before CLB, difficult for students to move between provinces and even programs or schools
-national standards or benchmarks were needed

3. What are the Canadian Language Benchmarks (CLB)?
1991: Immigration Canada report to Parliament
1992: Consultation workshops
1993: National Working Group on Language Benchmarks
1995: Draft CLB document field-tested
2000: CLB 2000 published
Ongoing: CLB are used for Language Instruction for Newcomers to Canada (LINC) classes, Stage I, Benchmarks 1 through 4
Stages II and III are used at higher levels
-from report to publication is only 9 years
-partnerships between government and ESL providers
-described as a “revolution” in CLB 2000
-think about how slow governments move!

4. Schematic Structure of the Canadian Language Benchmarks
12 benchmarks, divided into three proficiency stages
-CLB is “a descriptive scale of communicative proficiency in ESL, expressed as benchmarks of reference point”. (from the YMCA info that Elena found.)

5. The benchmarks are . . .
a descriptive scale of communicative proficiency
a framework of reference
a national standard
competency-based
criterion-referenced
learner-centred
on a continuum
task-based
subjective
analytical
-benchmarks are NOT a syllabus
-NOT a curriculum nor a curriculum guide
-NOT descriptions of discrete items (grammatical forms, pronunication, etc
-NOT tied to any particual instruction method
-NOT A TEST

6. The competency-based approach
Focuses on ‘what’ learners should be able to do
Is concerned with attainment of specific standards
criterion-referenced not norm-referenced
Was first adopted in vocationally-oriented education and later
accepted by policymakers and leaders in curriculum development as a “state-of-the-art” approach to ESL
A CLB competency statement contains a task and a number of of ‘how well’ or standard statements (example of Writing Benchmark 3)
Task: Write a short text about a personal or familiar situation.
Performance Indicators: Conveys the message, reader can follow, uses appropriate language and content, describes time and location with precision, makes few errors in grammar, punctuation and spelling
Source: Integrating CLB Assessment into your ESL Classroom (2005).
-important to understand the competencies, because the testing instruments are all competency-based
-gives face validity to the assessment tools

7. Development of the CLB Assessment Tools
1995: Peel Board of Education (Ontario) contracted to develop assessment instruments (Pierce and Stewart)
1996: CLBA kit developed
1998: Federal funding for the CCLB
present: ongoing development of new assessment tools by CCLB
2002: CLBPT developed
Now: free online assessment PD offered from CCLB
-Peel Board of Education spun off a non-profit, the Centre for Education and Training.
-Bonny Norton (Norton Pierce) UBC and Gail Stewart (UT) were the orignial developers of the CLBA
-CLBA predates the development of the CCLB
-links in our PPt will link you directly to the source being discussed
-online PD includes classroom assessment, boosting your benchmark, lesson planning, online chat + more

8. CLB Tests and Assessment Tools for Adult ESL
CCLB Centre for Canadian
Language Benchmarks
Centre for
Education and
Training (CET)
CLBPT
(Canadian Language
Benchmarks
Placement Test)
CLB Classroom
Assessment
CLBA
(Canadian Language
Benchmarks
Assessment)
CLB Summative
Assessment
(SAM)
LPT (Literacy
Placement Tool)
-presently, the WLA is not available
-explain relationship between the testing instruments
and between CCLB and CET
WLA
(Workplace Language
Assessment)
CLBLA
(Canadian Language
Benchmarks Literacy
Assessment)
CELBAN
(Canadian English
Language
Benchmarks Assessment
for Nurses)
CanTEST
Canadian Test of English
for Scholars and Trainees

9. CLB Assessment in Edmonton
LARCC (Language Assessment, Referral and
Counseling Centre) at Catholic Social Services
Pre-screening by intake workers
CLBA
(non-LINC client;
higher stakes)
Less than 6 years
of education in
home country (L1)
More than 6 years
of education in
home country (L1)
-in Calgary, newcomers go to ILVARC (Immigrant Language and Vocational Assessment Referral Centre.)
-no charge to clients, but all clients are given the CBLPT, unless they ask for the CLBA
Literacy Placement Tool
LPT
(LINC; low-stakes)
CLB Placement Test
CLBPT
(LINC; low-stakes)
Source: Annette Kreider, Catholic Social Services

10. An example of the streaming process
-SAIT and the U of C both accept and administer the CLBA, ($100 at SAIT; $225 at UC). NO WAITING
-U of A :does not accept CLBA
 Test of English as a Foreign Language (TOEFL)minimum score of 550 (paper-based), 213 (computer-based), or a total score of 88 with a score of at least 20 on each of the individual skill areas (internet-based) 
Michigan English Language Assessment Battery (MELAB)minimum score of 85 International English Language Testing System (IELTS) minimum overall band score of 6.5, with at least 5 on each band (Academic) Canadian Academic English Language Assessment (CAEL) overall minimum score of 60, with at least 60 on each subtest  
Note: These are minimum scores required by the Faculty of Graduate Studies and Research. Some departments require higher scores.If you need to complete one of these English language examinations, you should do so as soon as possible and arrange for the results to be sent to the department to which you are applying.Scores more than two years old cannot be verified; therefore the applicant normally would be required to re-take the test.
C P L/S R W
consider that the CLB does not suggest
beginning to read for pleasure until
CLB y
Source:

11. CLBA was designed to be:
Accountable to stakeholders
User-friendly (efficient, reliable, cost-effective)
CLB-compatible
Able to place learners on a continuum
Culturally accessible (not culture-free)
Sources: Norton Pierce, B. & Stewart, G. (1997). The Development of the Canadian Language Benchmarks Assessment. TESL Canada Journal, 14, 2.
Norton, B. & Stewart, G. (1999). Accountability in Language Assessment of Adult Immigrants in Canada. The Canadian Modern Language Review, 56, 2,
-face validity
-Swain’s “bias for best”
-”task-based approach is greatest weakness and greatest strength”
(accountability, p. 237)
-”Some stakeholders requested that we develop tasks that were culturally “neutral”. However, when we asked stakeholders to suggest tasks that would meet this criterion, they were unable to agree on a single culturally neutral task.” (p.237)
-hamburgers, utility bills, voting notice, faxed memo, map
-washroom or toilet?
-limits of authenticity: advertising, familiarity

12. What is the CLBA? “a task-based assessment instrument
assesses English proficiency from Benchmark 1 to Benchmark 8
tests English Listening / Speaking through one-on-one interview
tests Reading by means of passage and response to short answer / multiple choice questions
tests Writing by means of authentic, life-applicable tasks
The CLBA is recognized by language and adult training providers cross Canada and has attracted international interest.”
Source:
Measures proficiency
-threshold: the point at which a learner’s language begins to break down
Canadian Language Benchmarks Assessment (CLBA) The CLBA is a nationally recognized standard for assessment of English as a Second Language of adults. It measures a person's English language proficiency in four skill areas: Listening and Speaking, Reading, and Writing. The assessment results are reported as benchmarks on the scale from 1 to 8.
CLBA is the original test developed when the CLB was introduced in Canada. The 4 skills are assessed through a number of task-based activities. (It is still sometimes used as a placement test.)

13. CLBA materials CLBA kit is task-based
Tests all four skills in three separate instruments
Administered individually (writing component can be done in a group)
Can take up to 4 hours to complete
No cost to client at federally-funded centres
-CLICK ON THE LINK!! CLBA 2 – 4 hours
Listening / Speaking
a progressive interview where each client is engaged in a series of tasks
conducted by a certified CLBA assessor
prompts include: assessor questions, photographs, video task,
audio tasks
task types include:
follow and respond to simple questions and instructions
take part in a short conversation
tell as story
relate video-mediated information
discuss concrete information on a familiar topic
synthesize abstract ideas on a familiar topic
approximate time: minutes
Reading
a series of tasks in two test packages: Stage I (Benchmarks 1 - 4), Stage II (Benchmarks 5 - 8)
can be administered individually or in a group
instructions
formatted text
unformatted text
information
response format: multiple choice and short answers
approximate time: 45 min - 1 hr 45 min
Writing
a series of tasks in two test stages: Stage I (Benchmarks 1 - 4), Stage II (Benchmarks 5 - 8)
copy / reproduce information
fill out simple/complex forms
describe personal situations
convey formal messages
write a simple letter
compose a memo

14. CLBPT streamlined placement test; maximum 80 min
can be administered in a group setting
used to place adult learners in ESL programs
4 parallel versions
task-based
has been “validated
to the CLBA scores”
-we have a brochure for you about the CLBPT
-belongs to the CCLB
-streamlined because it takes a maximum of 1 hr 20 minutes to complete, compared to the 2 – 4 hours for CLBA

15. The CLBLA and the LPT Assessment tools for literacy learners
Both measure the degree of literacy in the learner's first language, and are used to place clients in literacy classes
CLBLA is available in 26 languages
-26 languages of the CLBLA include:
Albanian, Chinese, French , Polish, Romanian, Spanish, Urdu, Amharic
Croatian, Hindi, Portuguese, Russian, Tigrina, Vietnamese, Arabic
Dari, Korean, Punjabi, Serbian, Tamil, Burmese, Farsi, Kurdish
Pashto, Somali, Ukrainian

16. Original use of the CLBA
“. . . there has never been any suggested purpose for the CLBA other than ESL classroom placement.”
Source: Stewart, G. & Cohen, C. (2001). A response to a “Critical Review of the CLBA”. Contact, Spring 2001, p. 24

17. Current uses of the CLBA
The following are uses for the CLBA endorsed by the CCLB:
to allow learners to understand their progress in learning ESL
As a proficiency test for:
eligibility determination for language training programs,
needs assessment,
referral to appropriate training;
facilitating initial placement into programs or classes,
development of programming to meet specific language skills needs;
to provide teachers, program administrators and funders with a potential program effectiveness indicator (Note: applicable only if the program has a CLB-based curriculum or curriculum framework);
to provide assistance to employers in the development of appropriate training programs for their ESL learner employees
Source:
to provide learner recognition for level of English language ability, including rate or degree of progress;
to assist agencies in determining learner level of language proficiency for purposes of
eligibility determination for language training programs,
needs assessment,
referral to appropriate training;
facilitating initial placement into programs or classes,
development of programming to meet specific language skills needs;
to provide teachers, program administrators and funders with a potential program effectiveness indicator (Note: applicable only if the program has a CLB-based curriculum or curriculum framework);
to provide assistance to employers in the development of appropriate training programs for their ESL learner employees

18. Reliability and Validity Measures
“The final (CLBA) tests are sufficiently reliable. . . In a low-stakes placement test, these findings were deemed satisfactory. If this had been a high-stakes, gatekeeping test for college entrance. . . We could not have been complacent.”
Source: Norton Pierce, B. & Stewart, G. (1997). The Development of the Canadian Language Benchmarks Assessment. TESL Canada Journal, 14, 2.
-have not seen any mention of SD
-quote above is talking about
CLBA was piloted and field-tested
For the CLBA, 90% of students would receive identical scores, or scores within one benchmark

19. Assessing the CLB Assessment Tools
CLBA takes up to 4 hours and measures what a client can do
CLBPT takes less time and measures what a client cannot do well¹
CLBPT is “not as reliable as the CLBA. It has not been sufficiently validated.”²
CLBPT “is validated to be reliable within 1 benchmark 95% of the time” but “the study on the test is not a public document”. ³ ¹ ²
³private correspondence with Jennifer McKay, Project Manager, Assessment, CCLB
I can only answer for our test, the CLBPT. The study on the test is not a public document and I cannot send it to you. I can tell you that a study was done and the CLBPT was validated to be reliable within 1 benchmark 95% of the time. You can find much of the information about training on our website at under assessment, then under CLBPT. (I believe I already sent you brochures last week and you were already aware of the Q & A pages) Training on the tool (CLBPT) is provided to assessors of licensed assessment sites which include: LINC and ELSA assessment centres, and many publicly funded ESL programs including school boards and colleges. At present (prices to March 31, 2008), the cost of a centre becoming a licensed site is: License $700 or $750 and this includes training and test materials for one assessor Training and certification is $325 per assessor in groups of 8 or more. Additional training and test kits are $350 or $400 (depends on # of forms) Assessors receive the kits in advance including manuals, practice tests and video of interviews and are asked to study the materials prior to the session. Once the assessor attends a full day training session they are able to begin using the tool. They must do 10 assessments and have 3 scored by our regional trainers to become certified.

20. CLB Assessor Qualifications
Knowledge of second language acquisition:
300 hours ESL teaching experience and
ongoing PD and
formal training or professional portfolio
Experience in adult ESL assessment
Cultural sensitivity
Interview skills
Decision-making skills
Proficiency in English
Source:
Elena

21. CLB Assessor Training
CLBA certification requires 5 days of “intensive instruction, skill application and coaching”
CLBLA (Literacy Assessment) requires CLBA certification, and is an additional 1.5 days of training.
CLBPT requires a one-day training workshop.
Cost: $750 for a license and material for 1 assessor; $325 for each assessor
Teachers who want to administer the CLBA must travel to Ontario for training
-training for CBLPT is offered across Canada
No information available on the cost of training for CLBA / CLBLA
Training on the tool (CLBPT) is provided to assessors of licensed assessment
sites which include: LINC and ELSA assessment centres, and many publicly funded ESL programs including school boards and colleges. At present (prices to March 31, 2008), the cost of a centre becoming a licensed site is: License $700 or $750 and this includes training and test materials for one assessor Training and certification is $325 per assessor in groups of 8 or more. Additional training and test kits are $350 or $400 (depends on # of forms) Assessors receive the kits in advance including manuals, practice tests and video of interviews and are asked to study the materials prior to the session. Once the assessor attends a full day training session they are able to begin using the tool. They must do 10 assessments and have 3 scored by our regional trainers to become certified.
Since none of us had time to get the formal Assessor Training, we don’t have access to the top-secret CLBPT - “Placement Test” – so we’re going to focus on the Summative Assessment Manual today

22. Summative Assessment Manual for Teachers (SAM) at CLB 4
Measures student achievement only after exposure to thematical and functional instruction
For ESL teachers with adult learners in publicly funded programs (LINC and non-LINC)
Based on the CLB framework, standards and curricula
Piloted for reliability, validity and practicality
Easy to use and administer
Learner and context-sensitive
Photocopiable
NOT TO BE USED FOR: literacy students, placement purposes or general proficiency testing, or for testing without prior instruction in the theme
Today we will focus on the SAM b/c the placement test is not accessible unless you are a certified trainer, and the SAM claims to be a standardized assessment tool. 22

23. SAM is not for: Students with literacy needs in their first language
ESL learners who are literate in a non-Roman alphabet/script (i.e. Russian, Chinese, Arabic, Punjabi) who are in the early stages of applying their literacy skills to English
“Administering SAM to literacy learners is not a fair assessment practice.” They should be assessed separately with a literacy-oriented tool.
p. 3

24. Key Concepts in SAM Assessment
Reliable: designed to produce consistent results if all the teacher-assessors use the scoring criteria on the same tasks in the same way
Valid: designed to measure what it claims to measure - the achievement of selected CLB standards demonstrated through familiar topics and discourse/text formats.
All learners are to receive comparable SAM assessment procedures, and resutls are to be always interpreted in the same way for all learners. The conditions and the protocol of administering the assessment must be the same across all ESL programs that use it.
Every effor twas made to be sensitive to cultural appropriateness through critical examination by the developer, writers, field testers, participating teachers and learners.
On the whole, SAM is designed for a systematic planned collection, analysis and reporting of student performance information, and therefore is more appropriately called “assessment.”
Can be used as an exit test only if the standardized tasks in SAM are used. Otherwise it is more appropriate to refer to it as an exit assessment, an achievement assessment or a summative assessment, since it combines formal and informatl assessment information from multiple points in time. 24

25. SAM’s Security Considerations
“Validity depends on the security of its formal (standardized) assessment tools.”
All teachers must ensure the security.
“Care must be taken that the test is not compromised by rote memorization.”
Not to be viewed by unauthorized people
Should be stored in designated locked units
Integrity rests on a firm commitment of teachers to securely handling and disposing of task copies and to safe record-keeping.
(BUT if you have $100, you can purchase a copy from the CCLB.)
SAM formal tasks may only be sued for the explicit purpose of summative (exit) CLG assessment and the results must be recorded and reported on the SAM reproting forms for that purpose only.
SAM formal tasks may never be used outside of the formal summative (exit) CLB assessment process or as learning tasks in the classroom.
SAM formal tasks may never be distributed by a teacher to students prior to their actual formal summative assessemtn.
SAM formal tasks may not be changed in any way.
Teachers must follow strictly the SAM administration protocol. 25

26. Administering a formal SAM 5-task sequence
Task 1: Speak-Listen – Student/teacher interview (7 – 8 minutes)
Task 2: Listen (15 minutes)
Task 3: Speak (2 – 3 minutes)
Task 4: Write (20 minutes)
Task 5: Read (20 minutes)
______________
65 minutes
Task 1: personal experience questions in theme area
Task 2: Listen to a recording while looking at the story pictures. Answer comprehension questions.
Task 3: Retell the story in Task 2 based on the recording and the story pictures.
Task 4: Write about the story in Task 2 – a short composition (8 – 10 sentences at CLB 4)
Task 5: Find info in a community newspaper article and answer multiple-choice questions 26

27. You be the ESL test-taker:.
I’m going ask you to complete Tasks 2-5 of the battery of a formal Summative Assessment, so that you can get the feel of the SAM tools . We’ll use the CLB formal assessment tools for the theme “food and nutrition” which we’ll have studied over a course of time in our learning environment. The first task in this battery is the student/teacher interview, which we will not do b/c of time constraints today. The second task is a listening task, and I’ll get my lovely assistants to pass out the task materials. Please listen carefully to the instructions: Look at the pictures of the story of Amy and Sam. Read the 10 questions below ( 2 minutes). Listen to the recording. Write very short answers (numbers, 1 to 3 words) in the blanks. You will hear it twice.
Task 3: Speak: A Picture Story, Meet Me for Coffee. Put the pictures sotry in front of the student. Say, “You have heard the recording about Sam and Amy. Now look at the pictures again and tell me the story I your own words. … p. 243” Our classmates work in pairs, with one being the assessor and one telling the story.
Task 4: Read instructions from p Allow 4 minutes, then review the performance samples on the OH.
Task 5: Reading: p Our classmates work in pairs to complete the M/C. 27

28. You be the ESL assessor. . . .

29. SAM Reporting
Language Competency Report: reports what the learner can do at Benchmark level and is issued at the student’s request for reference purposes outside of ESL programs.
Teacher Recommendations: A form for office use to record the assessing teacher’s comments.
Distribute a 2-sided copy of p. 468 & 469 for classmates to view and return.
Transition to Kerry: Kerry’s going to take some time to explain how to implement the CLB assessment tools into practice. 29

30. The greatest challenge using the CLB is assessment
It is important to me that what we do in the classroom is relevant and meaningful to learners. I don’t want to teach to a test. How can I assess learners based on the kinds of activities we do in class on an everyday basis?
I teach in an academic bridging program that has begun to use the CLB. We’ve always had end of semester tests that include reading, writing, and grammar. How can I develop ongoing assessment related to the CLB that is relevant to learners’ academic goals?
I’ve just started teaching in a program that uses the CLB standards. This CLB document looks overwhelming. How will I know whether learners are achieving what is expected at Benchmark 2? Where do I start? (Integrating CLB Assessment)
kj read 1st bj read 2nd elena 4th 30

31. Integrating CLB Assessment into your ESL Classroom (2005)
Helps teachers with assessment practices
Integrates teaching and learning activities into the classroom
Relates to the CLB standards (CLBPT and CLBA)
Meets program goals and the needs and interests of learners.
Formative assessment
- ongoing feedback about how learners are doing
- identifies what they need to work on
- assists teachers with planning activities
Summative assessment
- measures achievement of specific CLB outcomes
This 2005 CLB assessment resource helps teachers with assessment practices that are an integral part of the teaching and learning activities in their classrooms. It is related to the CLB standards (CLBPT and CLBA) but is also tailored to specific goals in the ESL programs and the needs and interests of learners.
Formative assessment – provides learners with ongoing feedback about how they are doing, identifies what they need to work on and assists teachers with planning activities
Summative assessment – measures specific CLB outcomes

32. Assessment for Learning Principles
Clear outcomes and assessment criteria
‘How’ students learn along with ‘what’ they learn is embedded in teaching
Emphasizes progress and achievement
Shared understanding of goals (CLB CanDO posters explain expectations)
Constructive guidance on how to improve
Self-assessment leads to self-management
Ensures learners understand the goals – the CLB outcomes and assessment criteria
Focuses on ‘how’ students learn along with ‘what’ they learn
Is central to classroom practice and is embedded in teaching, not an add-on.
Has an emotional impact and should take into account the importance of learner motivation by emphasizing progress and achievement.
Promotes student commitment to learning goals and a shared understanding of the criteria by which they are assessed. (CLB CanDO posters explain expectations)
Provide learners with constructive guidance about how to improve
develop learners capacity for self-assessment so they can become reflective and self-managing.

33. Effective Assessment Practices Lead to Significant Improvements in Learning
Sharing expectations and criteria with learners
Focusing on comments-only feedback
Encouraging self assessment
CLB Assessment improves learning and motivation.
Teachers become focused in giving feedback.

34. An Assessment Process Model
Planning for Learning and Assessment
Using Information for Planning
Setting Up Tasks and Collecting Information
Planning for learning and assessment
identifying learning objectives and outcomes
clarifying purposes for assessment
designing tasks for learning and assessment
developing assessment criteria
Setting up tasks and collecting Information
discussing learning objectives with learners
setting up learning and assessment tasks
observing learners and making anecdotal notes
recording assessment information
Analyzing information and giving feedback
applying criteria to information collected
qualitatively assessing learners’ attainment of objectives
giving feedback
examining progress over time using multiple assessments
Using information for planning
discussing progress with learners
making decisions
modifying future lessons/ individualizing instruction
Analyzing Information and giving Feedback

35. Back to: Who uses the CLB 2000?
TESL professionals in educational institutions
Adult ESL learners are the primary intended beneficiaries.
Learners become aware of the CLB mostly through their ESL instructors who share and interpret the main ideas and can help them achieve a CLB standard.
( CLB 2000 )
Again , so who uses the CLB?
The LINC Program (Language Instruction for Newcomers to Canada) is funded by Citizenship and Immigration Canada and provides FREE basic language instruction to adult immigrants. The curriculum includes information that teaches newcomers about the Canadian way of life and helps them integrate into Canadian society and uses the CLB.

36. ESL schools use the CLB 2000 for teaching and testing
12 levels of English listening, speaking, reading and writing.
Level 1 students have little or no English
Level 12 students are fluent speakers of English
Level 9 or above usually have enough English for university, college or professional communication.
Post-secondary institutions and employers refer to CLB levels. 
The CLB tells what people can do in English in daily communication.
Can you answer questions about your name, address and phone number?
Can you fill out an application form or write a memo?
Can you listen to a news report on the radio?
Can you write a report for your boss?
The CLB summary checklists at each level help ESL learners mark language-learning progress and articulate goals.

37. CLB Resources for the Teacher
The CLB framework helps teachers plan units of work that support learners to develop their communicative language skills through real world tasks and activities.
Classroom teaching resources referenced to the CLB:
CLB 2000 A Guide to Implementation (2001)
CLB 2000 Additional Sample Task Ideas (2002)
LINC Classroom Activities Books 1 – 4 NorQuest College
Canadian Snapshots Level 3 and 6 Longman
CLB 2000 ESL for Literacy Learners (2001)
CLB publications and resources
Review the resources that we’ve brought with us, and encourage classmates to check out the website. Facilitate a discussion on perceived strengths and weaknesses of the CLBA, with Elena and Bonnie writing the T-chart on the board. Once you’ve exhausted ideas from our classmates, then compare our ideas in the next slide with those generated from our classmates.

38. CLB / CLB Assessments I Pros Cons
national standardization
accountability to funders
“survival-English” skills
Teacher-friendly assessment tool in SAMs
Functions can be expressed in
many different ways and at many different levels of complexity
CBLT (competency-based language teaching) is a rational approach to adult education
CBLT is geared towards adult learners successfully functioning as equal members in a changing society
teaching to the test
restricts the language learning to functional
teachers lack training and power to administer CLBPT
There are no objective means for deciding that one functional item is more complex than another
many LINC classes have non-literate in L1 as L2 learners
CBLT supports our social order and need for a working class & is designed to teach compliance
Has become high-stakes testing for some

39. CLB / CLB Assessments II Pros Cons
Readily-available resources, and more being published (books and online resources)
Thematically-based, context-embedded
CLB gives a framework for beginning teachers
CLB drives the market
Complexities of funding issues
Reliability and validity issues
Themes can be restrictive for teachers
CLB can be overwhelming for beginning teachers
Few testing centres; assessment training is expensive
ESL schools often retest students who have been assessed at testing centres
Disconnect from ESL learners in the K-12 system

40. Transformative Education
While not perfect, it is possible that “competencies become tools in service of a transformative education, rather than a constraining framework for instruction.”
Auerbach (1988)

41. References
Auerbach, E. R. (1988). Competency-based ESL: one step forward or two steps back? TESOL Quarterly, 20.
Centre for Canadian Language Benchmarks.
CLB Centre for Canadian Language Benchmarks. Citizenship and Immigration Canada
Centre for Education & Training. (CLBA website)
Cohen, Carolyn. (2003). From Art to Science with Art: LINC Assessor as ESL
Professional. Association of Teachers of English as a Second Language of Ontario, Contact, Vol. 29, No. 2, Spring 2003.
Fox, J. & Courchêne, R. (2005). The Canadian Language Benchmarks (CLB): A Critical Appraisal. Contact, Vol. 31, No. 2, Special Issue 2005.
Hudson, T. (2005). Trends in Assessment Scales and Criterion-Referenced Language Assessment. Annual Review of Applied Linguistics (2005) 25, 205–227.
Integrating CLB Assessment into your ESL Classroom (2005). Centre for Canadian Language Benchmarks. The Government of Alberta and Citizenship and Immigration Canada

42. References
Norton Pierce, B. & Stewart, G. (1997). The Development of the Canadian Language Benchmarks Assessment. TESL Canada Journal, 14, 2.
Norton, B. & Stewart, G. (1999). Accountability in Language Assessment of Adult Immigrants in Canada. The Canadian Modern Language Review, 56, 2,
Rossiter, M. J., & Pawlikowska-Smith, G. (1999). The use of CLBA scores in LINC program placement practices in western Canada. TESL Canada Journal, 16,
SAM (2004). Centre for Canadian Language Benchmarks. The Government of Alberta and Citizenship and Immigration Canada
Stewart, G. & Cohen, C. (2001). A response to a “Critical Review of the CLBA”. Contact, Spring 2001, p. 24. (Note: we were unable to locate a copy of the original article.)
Watt, D.L.E. & Lake, D.M. (2001). The CLBA-TOEFL Comparison Study.Contact, 27(2),
Thanks to Annette Kreider, LINC team Leader, Catholic Social Services
and Jennifer McKay, Project Manager, Assessment, Centre for Canadian Language Benchmarks.

43. Selected online resources
This is the home page of the Canadian Language Benchmarks. The site can be a bit confusing to navigate, but there is a wealth of information here.
This is the homepage of the CLBA and the CLBLA.
This link will take you to the CLBA Projects, Benchmarks Competency Assessment training: A Guide to Assigning Benchmarks.
This is the CLBA information package published by SAIT for its students.
A comparison of which proficiency tests the U of Calgary accepts and the cost of each test.
This page shows equivalencies among CLBA, TOEFL and other standardized tests accepted by NorQuest College.
Citizenship and Immigration Canada (CIC) was the impetus behind the development of the CLB. This is a summary of a 2004 government report on linc, including a very interesting section on “The Adequacy of the Assessment Tools.”
Proceedings of the Immigration, Integration and Language Public Policy Conference, held in Calgary in 2006.
This is an annotated bibliography on assesment alternatives.
This is the website for CAELA, the Center for Adult English Language Acquisition, which seems to be the U.S. equivalent of our CLB.