Bilingual Assessment Service Information

The Ministry of Education has developed a Bi-lingual Assessment Service that enables state and state integrated schools to access a targeted group of trained Resource Teachers: Learning and Behaviour (RTLBs) to administer bi-lingual assessments of the learning needs of students from language backgrounds other than English through bi-lingual assessment. A bi-lingual assessment can distinguish between language learning needs, additional special learning needs and social/emotional needs, through dual assessment in first language and English.

1.Background Information

The Ministry of Education has developed a Bi-lingual Assessment Service that enables schools to access a targeted group of trained Resource Teachers: Learning and Behaviour (RTLBs) to administer bi-lingual assessments of the learning needs of students from language backgrounds other than English through bi-lingual assessment. A bi-lingual assessment can distinguish between language learning needs, additional special learning needs and social/emotional needs, through dual assessment in first language and English.

There is a small proportion of English language learners who come to the attention of teachers when they fail to make progress at an expected rate, or who show signs of unusual behaviour. Before deciding whether a referral needs to be made to specialist services, it is necessary to assess the learner's cognitive functioning and achievement in their first language. It is also important to collect information about social and emotional health and any factors such as family circumstances, which might be negatively affecting the learner's performance at school. This can only be done effectively through first language by an assessor who is trained in working with children in this context, with the assistance of a bilingual interpreter. Without such assessments there may be some serious misinterpretations about the child's learning needs or a failure to recognise factors affecting achievement.

RTLBs are in the best position as part of their current work to lead bi-lingual assessments, and make appropriate referrals or recommendations for learning programmes, based on the results of these assessments. A pool of 45 trained personnel is available across New Zealand to respond to needs in their region.

What is a bilingual assessment?

The assessment is administered by a trained assessor and a bilingual assistant and is:

a means to getting information about and understanding the background and experiences of the bilingual child, by enquiry and observation, including personal circumstances and educational experiences
a comprehensive assessment of oracy and literacy in first language and English (through first language instructions and tasks)

Why conduct a bilingual assessment?

A bilingual assessment is conducted using the student's strongest language - their first or home/family language. Using the first language will make it more likely that the student:

feels comfortable and can do justice to what gets shared and assessed
is able to understand more of what is going on and what they have to do in the assessment tasks
is able to share much more of their experiences, emotions, worries, family situation and other important details
feels valued and validated
is recognised and assessed for general language ability, as well as strengths specific to first language and English
can be assessed more reliably, especially for English proficiency
is able to attend and focus and cognitively engage better.

It is in the best interests of all concerned, especially the student, that the student's strongest language is used to explore identified concerns. For a student whose strongest language is other than English, the reliability and validity of any assessment is better if conducted through first language.

There are a number of outcomes which occur as a result of a bi-lingual assessment.

A significant amount of valuable information becomes available by assessing in such a comprehensive way.
A more realistic view of the student is gathered about language proficiency in first language and English and other aspects of learning and interaction, including views of self and social interactions.
There is a much easier link to the family and home which are seen as a vital part of the on-going progress of the student.
The pathways of further provision are more likely to be targeted in the right direction.
People involved with the student are less likely to make inaccurate assumptions.

How is a bilingual assessment conducted?

1. An informal interview / discussion is held with the student to:

gather basic information about the child and family and their experiences
ascertain confidence in first language listening and speaking
ascertain levels of comprehension and production of written and spoken English text, and social and emotional state, including attitudes to self, school and circumstances

2. The student is assessed using first language for further identification of:

sound/letter knowledge
spoken vocabulary
retention of spoken language and structural strengths and gaps (ROL)
reading proficiency/competency: sound/word knowledge, basic word recognition, fluency, comprehension, recall, reread, writing proficiency/competency, written vocabulary, dictation, free writing, editing

3. The student is assessed in English - for identification of language strengths and gaps

On the basis of the accumulated information and observation within this process, strengths and gaps at all levels of oracy, literacy, including aspects of metacognition and cognition, are identified. From this, a pathway of provision can be mapped and followed.

What is likely to be revealed as a result of assessing the student bilingually?

The assessment may indicate any of the following. The student:

is cognitively within the `norm' for their age and progressing normally for a student acquiring a new language
is cognitively within the `norm' for their age but has unexpected linguistic difficulties which are affecting learning progress
is cognitively within the `norm' for their age but is experiencing cultural and social trauma or adjustment difficulties at school and/or at home, that are affecting English acquisition and learning progress
is struggling and delayed cognitively and linguistically in first language and cultural contexts, affecting also learning and English acquisition
has existing special needs prior to arrival, affecting all aspects of their learning and linguistic progress in current contexts
is failing to progress at a normal rate because they are receiving inadequate or inappropriate programming and support

What happens to the information and data the bilingual assessment has revealed?

A report is written detailing and summarising relevant information obtained from the bilingual assessment, with accompanying recommendations. It will make clear recommendations for meeting the identified needs of the student concerned, considering both school and home as influential in mapping better pathways for the student.