The English Language Learning Progressions (ELLP) matrices are tools designed primarily for New Zealand schools to assess, track, and report on the English proficiency of learners. They help teachers make informed decisions about funding and support for English language learners (ELLs).
Here is how to use ELLP matrices for effective language assessment: 1. Collect Evidence Across Multiple Modes
Effective assessment involves using a range of methods to gain a comprehensive picture of student ability. According to NZCER, this includes:
Formative and Summative Assessments: Regular classroom tasks and end-of-unit tests.
Observations: Formal and informal observations of students using language in various contexts.
Four Modes of Language: Assess students in listening, speaking, reading, and writing. 2. Make an Overall Teacher Judgment (OTJ)
Teachers are expected to synthesize their collected evidence to make an Overall Teacher Judgment (OTJ) for each student. The OTJ brings together the various observations and test results to determine which descriptors on the ELLP matrix best match the student’s current performance. 3. Use the Matrix for Recording
The ELLP matrices act as a mapping tool to visualize a student’s progress.
Highlight Progress: Use a highlighter to mark the specific descriptors on the matrix that the student has achieved.
Track Over Time: Use different colored highlighters for subsequent assessments to visualize growth and identify areas requiring further support. 4. Assign an ELLP Stage
After analyzing the evidence and highlighting the matrix, assign an overall ELLP stage for each of the four modes. This stage represents the student’s proficiency level, which is critical for identifying funding eligibility. Summary Table: Effective ELLP Application Description 1 Gather Evidence
Use reading records, writing samples, and oral observations. 2 Analyze Compare evidence against ELLP matrix descriptors. 3 Highlight Mark mastered skills on the matrix with colored markers. 4 Determine Stage
Assign an overall stage (e.g., Foundation, Stage 1, Stage 2, Stage 3).
These matrices are not intended to be used as a checklist, but rather as a guide to support teachers’ professional judgments. If you’d like, I can:
Explain the four specific ELLP stages (Foundation, 1, 2, 3) in more detail.
Give examples of how to gather evidence for speaking/listening vs. reading/writing.
Detail the requirements for funding applications based on these stages. Let me know which of these would be most helpful! ELLP module 6 – Support for funding applications
Leave a Reply