Engaging Learners in PBLA

Tip Sheet and Resources for

Peer Feedback and Self Reflection and Assessment

CLB 1‐8
Introduction and Process Reflection on Learning Tools
Tip Sheet .................................................. 1 Reflection tools, CLB 1‐3 ......................... 50
A Process for Self‐ or Peer‐Assessment .. 2 End of task and theme reflection............ 57
A Classroom Example of the Process ...... 3 Skill exposure and use ............................. 60
Strategies reflection ................................ 62
Tools: Self reflection & Peer Feedback Engagement in learning .......................... 68
Quartz self‐assessment forms ................. 10
CLB 1‐3 tools (from TCDSB) ..................... 11 Blanks Templates for Self Reflection
CLB 1‐3 tools (from LISTN) ...................... 18 Can Do Sample (CLB 1) ............................ 70
CLB 3‐5 tools (from Practical PBLA)......... 22 Can Do Sample (CLB 3) ............................ 71
CLB 4‐7 tools (Bow Valley College) .......... 25 Can Do List blank .................................... 73
CLB 5‐8 tools (LISTN) ............................... 39 Checklist .................................................. 74

CLB‐aligned self assessment and peer feedback tools

NOTE: Many of the tools on the below websites are compiled in this package.
 Quartz Toolbox: quartzon.ca
 Bow Valley College tools: centre.bowvalleycollege.ca/tools/instructor‐tools‐pbla
 Practical PBLA: practicalpbla.weebly.com
 LISTN tools: listn.tutela.ca/resources/linc‐assessment/classroom‐assessment‐toolkit.html
 Tutela: tutela.ca

 Toronto Catholic District School Board, 2017

 TIP SHEET Learner Self Assessment and Peer Feedback
Classroom assessment includes a variety of assessment types: instructor‐administered and assessed, learner
self‐assessed and peer‐assessed. Although many assessment tasks may be instructor‐assessed, some can be
skill‐using activities1, with a self‐reflection or peer feedback component to them. During peer feedback
activities, feedback is non‐evaluative (that is, the quality of performance is not rated or commented on).
Instead, feedback focuses on whether or not specific criteria are present.

Learner Self Reflection or Assessment Peer Feedback

A process in which a learner reflects on his/her own A process in which a learner observes a peer’s task
task performance, typically by comparing it with performance, then gives non‐evaluative feedback,
elements of successful task performance (criteria) typically by checking that specific elements (or
and checking that criteria that are present. criteria) are present.
Key benefits Key benefits
Because learners are tasked with identifying specific Because learners are tasked with identifying specific
criteria in their own performance: criteria in a peer’s performance:
 they gain a clearer understanding of the task  they gain a clearer understanding of the task
criteria (i.e., features of successful performance), criteria (i.e., features of successful performance),
 they identify gaps and strengths in their  they are exposed to various samples of task
performance, as well as their learning needs, performance (i.e., their peers),
 they engage in critical self‐reflection, and may  they can transfer their increased understanding of
take more responsibility for their own learning. successful task performance to their own learning.

Classroom Tips and Strategies

 Facilitate self‐assessment and peer‐feedback activities often; they should be a regular part of classroom
practice.
 Begin a unit with a real‐ world task in mind (that learners likely need to perform in the real world), and a
simulation of it for classroom skill‐using task/s; share it with learners.
 Share criteria for successful task performance during the learning process. (learners can be involved in
agreeing on criteria). Limit criteria items to the most essential, ensure they are clear and observable.
 Ensure learners are exposed to several models of task performance, and get sufficient instruction and
practice performing the task and criteria.
 Use clear and simple forms and processes to facilitate the self‐ reflection or peer feedback process. Use
the sample forms in this package, search online for other forms, or create your own.
 Model/demonstrate the self or peer feedback process, and how feedback is given.
 Follow self‐reflection or peer‐feedback with a goal‐setting activity. (Setting a learning goal can naturally
happen after one reflects on task performance).
 Consider following self‐reflection or peer‐feedback with an instructor administered and assessed task.
 Have learners file their self‐reflection or peer feedback in their portfolio.

1
Skill‐using activities are communicative language tasks that simulate real world language tasks.

 Toronto Catholic District School Board, 2017

PACKAGE PAGE 1
 A Self‐Assessment/Reflection or Peer Feedback Process
See pages 3‐10 for a classroom example
 TASK should be meaningful (one learners likely need
STEP 1 ‐ Select an assessment TASK to do in the real world), level‐appropriate, and relate
to the theme/topic addressed in class.
related to your theme or topic
 For example: in the EMPLOYMENT theme, read a
paystub.

For example: SKILL: Reading (secondary skill ‐ listening)

STEP 2 ‐ Determine the skill and  READING ‐ CLB 3‐4: Get information from simple
related CLB competency, and consider formatted texts.
its indicators of success (to help you o Identifies layout and specific information.
plan instruction and determine criteria.) o Identifies type and purpose.

 Provide instruction and learning activities for the

STEP 3 ‐ Teach and provide practice with components of the task (e.g., vocabulary, text features,
the task components and the task. grammar, pronunciation). Some of these items will later
be included in the task criteria.
 Provide learners with opportunities to practice the task.

STEP 4 ‐ Determine criteria for successful

task performance.

STEP 5 ‐ Create/select a self or peer

feedback form; share with learners;
discuss the process.

STEP 6 ‐ Have learners perform task and  Learners observe task performance (their own or a
reflect on their own performance or peer’s), and note whether or not criteria were
provide peer feedback. present.

Follow up with an instructor‐assessment task, if desired

 Toronto Catholic District School Board, 2017

PACKAGE PAGE 2
 Peer or Self‐Assessment Process
An Example, CLB 3‐4, Margaret’s class

Step 1 Select an assessment TASK related to your theme or topic

Step 2 Determine the skill and the CLB competency, and consider its indicators of success. (They
help you plan instruction and determine task criteria.)

THEME: Employment
REAL WORLD TASK: Read a pay stub
ASSESSMENT TASK: Listen to someone describe their pay stub, and enter the amounts in the correct
place on a blank pay stub.
KEY SKILL/S: Reading, with secondary skill of listening
CLB COMPETENCY & Indicators of Ability (in italics):
 READING ‐ CLB 3‐4: Get information from simple formatted texts.
o Identifies layout and specific information.
o Identifies type and purpose.
 LISTENING – CLB 3‐4: Understand short narrative communication on topics of personal relevance.
o Gets the gist.
o Identifies factual details, key words and expressions as required.

Step 3 Teach and provide practice with the task components and the task.

Margaret facilitated classroom activities to teach and provide practice with reading a pay stub, pay stub
vocabulary (gross, net…), pay stub conventions (e.g., mandatory deductions, CPP and EI, income tax
deduction…), and money understanding money amounts.
She drew on learner experience with pay stubs, used various samples of authentic pay stubs, and
complimented classroom activities and handouts with mini lessons and drills on language items of need.
Margaret ensured learners had plenty of practice reading pay stubs. See the following 4 pages for practice
activities.

Step 4 Determine criteria for successful task performance.

Step 5 Select a self‐reflection or peer‐feedback form; share with learners; discuss the process

Margaret considered her learners’ performance throughout the unit, and felt learners were ready to
demonstrate their knowledge. They were prepared to recognize the layout of a pay stub, identify its
components and understand money amounts. She decided to do this as a listening task.
Margaret decided it was easiest to include a simple self‐assessment on the same form as the task. She
used two tasks (a listening and a reading task) with self‐assessment checklist at the bottom of the task
(see pages 8 to 9).

Based on Margaret Stasiak’s classroom experience, TCDSB

PACKAGE PAGE 3
 Getting Paid
_____________________________________________________________________________________

C. Read the pay stub. Then, match the terms with their meanings.

EMPLOYEE John Smith

XYZ Company PAY FROM

PAY TO
July 18, 201_
July 22, 201_
PAY DATE July 26, 201_

STATEMENT OF EARNINGS EMPLOYEE DEDUCTIONS

Type Hours Rate Amount YTD Type Current YTD

BASIC 40 10.75/hour 430.00 11,610.00 INCOME TAX 64.50 1741.50

EI 7.65 206.66
CPP 21.29 574.70

SUMMARY GROSS PAY DEDUCTIONS NET PAY

THIS PAY 430.00 93.44 336.56
YEAR-TO-DATE 11,610.00 2,522.36 9,087.64

1. ____ pay period a. money you earn

2. ____ gross pay b. your total earnings before deductions
3. ____ hourly rate c. tax on your earnings (income) imposed by the federal and provincial
governments
4. ____ earnings d. Employment Insurance; money you will receive if you’re laid off or
unable to work, e.g., because you’re ill or pregnant
5. ____ net pay e. Canada Pension Plan; public pension benefits that everybody
contributes to depending on how much they earn
6. ____ deduction f. money the employer takes away or deducts
7. ____ CPP g. a period of time for which you get paid
8. ____ EI h. your earnings after deductions; the amount you get paid
9. ____ income tax i. how much you earn per hour
10. ____ YTD j. Year-To-Date; a period from the start of this year until this pay date

Q Employment 257
PACKAGE PAGE 4
 Getting Paid
_____________________________________________________________________________________

D. Read the sentences. Write T for true and F for false. Rewrite the false sentences to make them true.

1. The employer’s name is John Smith. _________

2. His pay stub only includes pay for July 18 and July 22. _________

3. John Smith works 40 hours a week. _________

4. He earns $1,075 a week. _________

5. There are four deductions on the pay stub. _________

6. The largest deduction is for income tax. _________

7. His current gross pay is $93.44. _________

8. His net pay is less than his gross pay. _________

9. The pay stub is for a two-week period. _________

10. John will receive this pay on July 26. _________

11. John worked overtime in this pay period. _________

12. John’s employer includes vacation pay with each paycheque. _________

258 English for Financial Literacy, Volume 2 Q

PACKAGE PAGE 5
 H. ”Listen and write the amounts in the correct places on the pay stub.

STATEMENT OF EARNINGS EMPLOYEE DEDUCTIONS

Type Hours Rate Amount YTD Type Current YTD

BASIC 40 INCOME TAX

EI
CPP
SUMMARY GROSS PAY DEDUCTIONS NET PAY
THIS PAY 700.00
YEAR-TO-DATE 18,200.00

Q Employment 259
PACKAGE PAGE 6
 Getting Paid
_____________________________________________________________________________________

J. Information gap—Student A
Ask your partner about the missing information on the pay stub. Then, answer his/her questions.

A-1 Products PAY FROM

PAY TO
October 10, 2011
October 14, 2011

Limited PAY DATE October 17, 2011

STATEMENT OF EARNINGS EMPLOYEE DEDUCTIONS

Type Rate Amount YTD Type Current YTD

BASIC 10.50/h _____ 17,672.74 INCOME TAX 69.30 _____

OVERTIME 94.50 _____ CPP _____ 874.80

VACATION 22.24 109.80 EI 27.81 883.63

SUMMARY GROSS PAY DEDUCTIONS NET PAY

CURRENT 578.74 _____ 452.98
YEAR-TO-DATE _____ 3,840.28 _____


J. Information gap—Student B

Answer your partner’s questions about the information on the pay stub. Then, ask your partner about the
missing information.

A-1 Products PAY FROM

PAY TO
October 10, 2011
October 14, 2011

Limited PAY DATE October 17, 2011

STATEMENT OF EARNINGS EMPLOYEE DEDUCTIONS

Type Rate Amount YTD Type Current YTD

BASIC _____ 462.00 _____ INCOME TAX 69.30 2,650.91

OVERTIME 94.50 157.50 CPP 28.65 _____

VACATION _____ 109.80 EI 27.81 888.63
SUMMARY GROSS PAY DEDUCTIONS NET PAY
CURRENT _____ 125.76 _____
YEAR-TO-DATE 17,940.04 _____ 13,832.46

260 English for Financial Literacy, Volume 2 Q

PACKAGE PAGE 7
 LISTENING SELF‐ASSESSMENT TASK: A Pay Stub
CLB 4: Understand short descriptive or narrative communication on topics of personal relevance.

1. Listen. Fill in the missing information.

Employee Bill Jones

 XYZ Company Pay period FROM April 16 TO April 23, 2017
Pay date April 30, 2017
STATEMENT OF EARNINGS EMPLOYEE DEDUCTONS
TYPE HOURS RATE PER HOUR AMOUNT TYPE THIS PAY YTD
BACIC 40 656.00 Income tax
EI 207.00
CPP 182.00

SUMMARY
GROSS PAY DECUCTIONS NET PAY
This Pay 656.00
Year‐to‐date

2. Your teacher will take up the answers in class. Mark your work and correct it.

3. Assess yourself. Check one of the boxes below.

 I made many mistakes (more than 50%). I need more practice with numbers.
 I need some practice with dollar amounts and numbers.
 I need more practice with vocabulary related to earning money, salaries and pay stub.

Instructor note: Narrate the following text to learners.

Bill makes $16.40 per hour. His gross pay for the week was 656.00. $131 dollars was deducted
for income tax. $13.52 was deducted for Employment Insurance, and $32 was deducted for
CPP. So far for the year, Bill’s employer has deduced $1,134 for income tax.
Bill’s total deductions for this pay were 176.52. After deductions, his net pay was $479.48.
So far for the year, Bill has grossed $7,872.

PACKAGE PAGE 8
 READING SELF‐ASSESSMENT TASK: A Pay Stub

1. Look at the pay stub from the listening self‐assessment task. For each statement, check
True or False.

1. Bill’s paystub is for one week. True False

2. Bill worked overtime last week. True False
3. There are four deductions on his pay stub. True False
4. CPP stands for Canadian Pension Plan. True False
5. EI stands for Employment Income. True False
6. The largest deduction is for employment insurance. True False
7. Bill has earned $7,872 from the beginning of the year. True False
8. Bill’s CPP contribution for this pay is $44.65. True False
9. Bill has earned $650 before deductions. True False

2. Your instructor will take up the answers. Mark and correct your work.
Your Score: __________________________

3. Assess yourself. Check one of the boxes below.

 It was difficult for me to understand the key ideas.

 I understood some details, but it was difficult for me to understand everything.
 I understood the main ideas and details correctly.
 The person was speaking too fast for me.

PACKAGE PAGE 9
 Customizable Learner Self‐Assessment Forms on QUARTZ

In the Quartz toolbox, there are 16 ready‐made

(customizable) learner self‐assessment forms for speaking To get the forms:
and writing, in PDF format. They include a Planning for
 Go to quartzon.ca
learning section and an Assessing learning section. Each
 Select Toolbox; Click on Tools
form targets a different CLB competency, and includes a
 Select Assessment from the
variety of tasks and success criteria related to that
Category dropdown options, then
competency.
click on the Submit button
SELF‐ASSESSMENT FORMS:  Scroll down the list of files to
locate the LEARNER SELF‐
 CLB 3‐4 SPEAKING (4 forms)
ASSESSMENT FORMS
 CLB 3‐4 WRITING (4 forms)
 Download to your own computer!
 CLB 5‐6 SPEAKING (4 forms)
 CLB 5‐6 WRITING (4 forms)

Each form targets a different CLB

competency and level

Dropdown menus in the task and criteria

Fillable text boxes for learner sections with several ready‐made task
name and date and criteria options, or the option to
write your own

PACKAGE PAGE 10
WRITING Self‐Assessment ‐ Form (CLB 1)
Teacher note: Have learners use a common address (listed on the board), or their own.
Can Do CLB 1 – Complete very short simple forms.
Can Do CLB 2 – Complete short, simple forms.

Name Date

1. Complete the form. There are 8 blanks.

2. Assess yourself.

_____ out of 8

PACKAGE PAGE 11
WRITING Self‐Assessment – Copy the Class Schedule (CLB 1‐2)

Teacher note: Write the class schedule on the board (e.g., Mon‐Fri 9:00 am – 12:00 pm). Include details
such as break times, or start and end dates for the course. List any dates (e.g, holidays) there will be no
classes.
Can Do CLB 1 – Copy numbers, simple lists of words, or very short, simple sentences.
Can Do CLB 2 – Copy 3‐5 short, simple sentences. Copy lists with 10‐15 items.

Name Date

1. Copy the class schedule below

CLASS SCHEDULE:

NO CLASSES ON THESE DATES:

2. Compare with a partner. Assess your partner.

 Copies class days and times correctly. YES 

 Copies holidays correctly. YES 
 Writes clearly (I can read it). YES 

PACKAGE PAGE 12
READING Self‐Assessment – Food Label (CLB 1‐2)1

Can Do CLB 1‐2: Find some information in very simple forms, maps, signs and labels.

Name Date

A. Read the label. Answer the questions.

1. What is in the can?

 Soup  Cookies  Eggs

2. What is the best before date?

 August 10, 2019  April 10, 2019  January 10, 2019

3. Does the soup have carrots?

 YES  NO

4. Copy two ingredients: ______________________ _____________________________

5. This soup has 500 _________ .

 Kilograms  Milligrams  Millilitres

B. Assess yourself.

 I got _______ answers correct.

 Choose one: This was:  EASY  A little difficult  Difficult

1 Label Source: ESL for ALL Support Kit, Centre for Canadian Language Benchmarks

PACKAGE PAGE 13
LISTENING Self‐Assessment ‐ Weather report (CLB 2)

Teacher note: Adjust the content and speed of your weather report, according to level of learners.
Can Do CLB 2 – Understand simple information.

Name Date

1. Listen to your teacher give a short weather report. Check the conditions you
hear. Write down the temperatures. Compare with a partner.

Low temperature  windy

 cloudy
 rain
High temperature  snow
 sunny
 fog

2. Assess yourself. Check one.

 I could follow the speaker. I got all information correct.

 It was a bit hard. I got some information correct.
 It was hard. I could not understand the speaker.

PACKAGE PAGE 14
READING Self‐Assessment – Flu shot flyer (CLB 2)

Can Do CLB 2 – Find some information in very simple forms, maps, signs and labels.

Name Date

A. Read the flyer below about a flu shot. Check off True or False.

1. The address of the pharmacy is 210 Downy Street. TRUE FALSE

2. The flu shot costs $10. TRUE FALSE
3. You need an appointment. TRUE FALSE
4. The pharmacy is open from 9:00 am – 6:00 pm. TRUE FALSE
5. The pharmacy is open Monday – Friday. TRUE FALSE
6. You can get a flu shot at 7 pm. TRUE FALSE

B. Assess yourself.

 I got _______ answers correct.

 Choose one:  EASY  A little difficult  Difficult

PACKAGE PAGE 15
WRITING Self or Peer‐Assessment – Note2 (CLB 3)

Can Do CLB 3 – Write short, simple messages to get things done.

Name Date

1. Write a note to ask a friend or neighbour to buy a few items at the grocery
store. Remember to thank your friend and let him/her know you will pay
him/her back.

Date: _________________

Hi ________________

2. Assess yourself or a partner.

I can: My classmate
 __________can:

 Write the date  
 Make a request  
 Thank the person  
 Write neatly  
 Use complete sentences, capital letters and periods.  

2 Task adapted from CLB ESL for ALL Support Kit, CCLB

PACKAGE PAGE 16
 Self‐ or Peer‐Assessment
LEARNER A SPEAKING – CLB 2‐3 GIVING INSTRUCTIONS

Name: Date

CAN DO: CLB 2 ‐ SPEAKING: Give short simple instructions.

TASK: Give short directions to a classmate to the washroom.
I can: My classmate
__________can:



 Make eye contact  

 Speak clearly (I can understand the directions)  

 Use steps (first, then…)  

 Repeat if needed  

 Be polite  

LEARNER B SPEAKING – CLB 2‐3 – GETTING THINGS DONE

Name: Date

CAN DO: CLB 2 ‐ SPEAKING: Make simple requests.

TASK: Ask a classmate for directions to the washroom.
I can: My classmate
 __________can:


 Ask a question politely.  

 Speak clearly (I can understand the question)  

 Repeat if needed.  

 Be polite (say thank you)  

PACKAGE PAGE 17
  CLB 1-II
II. Reproducing Information
 Copy numbers, letters, words, short phrases or sentences from simple lists or very short
passages, for personal use or to complete short tasks.
Task Peer Assessment - Checklist.
Tool Exemplar - Self-Assessment

1. Review target language and functional knowledge for properly addressing an envelope.
2. Using a projector or interactive whiteboard, display the name and address of the friend
that the card will be mailed to. Distribute envelopes to each S.
3. Review where to copy the address. If Ss need more help, Ts can include a return address
and a “stamp” to guide them.
4. Have the Ss copy the name and address onto their envelope.
5. Have the Ss switch envelopes with a partner.
a. Provide each S with a checklist.
b. Have them assess the accuracy of the performance of their classmate.
6. Instruct Ss to use a shorter checklist (see template below) for their own envelope, which
they can include in their portfolios along with their completed envelopes.

LINC 1 Name: __Edgar_____________ Date: __March 2, 2015_________________

CLB: Writing 1-II: Reproducing Information Task: Addressing an Envelope

Yes Almost Not Yet

  

The address is easy to read. 

There are no errors. 
The addresses and stamp are in the correct place. 

Classroom Assessment Toolkit  CLB 1-II (a)

PACKAGE PAGE 18
LINC 1 Name: _____________________________________ Date: _______________________
CLB: Writing 1-II: Reproducing Information Task: Addressing an Envelope

Yes Almost Not Yet

  

The address is easy to read.

There are no errors.

The addresses and stamp are in the correct place.

LINC 1 Name: _____________________________________ Date: _______________________

CLB: Writing 1-II: Reproducing Information Task: Addressing an Envelope

Yes Almost Not Yet

  

The address is easy to read.

There are no errors.

The addresses and stamp are in the correct place.

LINC 1 Name: _____________________________________ Date: _______________________

CLB: Writing 1-II: Reproducing Information Task: Addressing an Envelope

Yes Almost Not Yet

  

The address is easy to read.

There are no errors.

The addresses and stamp are in the correct place.

 CLB 1-II (a)

PACKAGE PAGE 19
  CLB 3-III
III. Getting Things Done
 Make and respond to an expanding range of simple requests related to everyday
activities.
Task Ask and answer some basic questions in a sales situation to make a decision about a
purchase.
Tool Questionnaire and Self-Observation

This example is based on a Shopping & Consumerism unit in which Ss perform and record a
role-play involving a customer asking a sales clerk some polite questions about an item. The
task could be adapted for other units (e.g., asking about recreation activities; asking the
landlord to do a minor repair, etc.) and the tool can be adapted to suit different themes.
1. Play a model dialogue for Ss and have them identify polite requests used in the model and
complete some written and spoken drills using the target phrases.
2. Decide how you will record the conversations. Try digital voice recorders or a web-based
application such as Vocaroo.
3. Tell Ss that they need to perform a role-play using the target language and that they will
be recording their performances for the purpose of self-observation.
4. Allow Ss a few rehearsals before they record their conversation. Have them record several
attempts and choose the best one, adding yet another element of self-assessment.
5. After each pair is satisfied with their recording, instruct them to do a more focused
listening using the worksheets, which the instructor can collect or take up in a whole class
feedback session.
6. As a possible follow-up, have Ss create a listening test based on their recording and have
them swap these with other pairs.

Classroom Assessment Toolkit  CLB 3-III (a)

PACKAGE PAGE 20
LINC 2 Role Play Self-Observation: Partner A Date:

Your Name: Your Partner’s Name:

CLB:  2-III Getting Things Done Task: Shopping Role Play
 Circle 1 word for each sentence.

1. I said “Excuse me.” Yes No

2. I asked for the price. Yes No

3. I asked for a different size. Yes No

4. I said “Thank you.” Yes No

5. I understood my partner. All Some

6. If I didn’t understand, I asked a question. Yes No

7. The task was _____________. Easy Okay Difficult

8. Write one thing you want to improve. How will you practice it?

LINC 2 Role Play Self-Observation: Partner B Date:

Your Name: Your Partner’s Name:

CLB:  2-III Getting Things Done Task: Shopping Role Play
 Circle 1 word for each sentence.

1. I said “Excuse me.” Yes No

2. I asked for the price. Yes No

3. I asked for a different size. Yes No

4. I said “Thank you.” Yes No

5. I understood my partner. All Some

6. If I didn’t understand, I asked a question. Yes No

7. The task was _____________. Easy Okay Difficult

8. Write one thing you want to improve. How will you practice it?

CLB 3-III (a)

PACKAGE PAGE 21
 Name: ________________________ Level: ________ Date: ________________________

SPEAKING SELF-ASSESSMENT

Now that you have finished your own presentation, write your notes on this page for yourself.
What was your main topic and purpose? Did you include all the criteria? What did you like and
what would you change next time?

Main topic of presentation: _________________________________________________________

Purpose of presentation: ___________________________________________________________

Point #1: ________________________________________________________________________

Point #2: ________________________________________________________________________

Point #3: ________________________________________________________________________

Criteria  - missing ? – not sure  - yes

About 5 minutes long

Ideas are connected/organized

Introduction, details and conclusion

Some connecting words

Appropriate body language

Understandable (volume, speed, etc.)

What was one thing you liked about your presentation?

If you could do your presentation again, what is one thing you would do differently?

Source: ASSIST Community Services Centre, Edmonton, AB,

downloaded from Practical PBLA, at http://practicalpbla.weebly.com

PACKAGE PAGE 22
 Name: ________________________ Level: ________ Date: ________________________

Friendly Phone Conversations - CLB 5

Listen carefully to each group’s phone conversation. Write in the names of the students in each
group, then write "Yes" or "No" in each column and the items you hear in their conversation.

Did they end

Did they use Did they Did they ask Was the
the
Group Members appropriate introduce who was conversation
conversation
greetings? themselves? speaking? friendly?
politely?

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Source: ASSIST Community Services Centre, Edmonton, AB,

downloaded from Practical PBLA, at http://practicalpbla.weebly.com

PACKAGE PAGE 23
Name: ________________________ Level: ________ Date: ________________________

WRITE A CARD ACTIVITY

1. Write a message for a classmate who is 2. Write a message to wish someone good luck at
celebrating their birthday. their new job.

3. Write a message to show sympathy for a friend 4. Write a message to give to someone for
who lost a loved one. Valentine’s Day.

Read the card messages and circle one option in the table below to make sure all the parts are included.

Criteria Card 1 Card 2 Card 3 Card 4

Date  ?   ?   ?   ? 
To  ?   ?   ?   ? 
From  ?   ?   ?   ? 
Reason  ?   ?   ?   ? 
Hope/wish
 ?   ?   ?   ? 
(future)

 = no ? = not sure  = yes

Source: ASSIST Community Services Centre, Edmonton, AB,

downloaded from Practical PBLA, at http://practicalpbla.weebly.com

PACKAGE PAGE 24
 CLB 4 Listening Comprehending Instructions—Doctor’s Visit

Name: Date: Task: Listen to a doctor give instructions to a

patient on how to recover from an illness.

I can . . .
• understand the purpose of the instructions Yes No

• identify some factual details Yes No

• identify the order of the steps Yes No

• identify words that explain where, when, how often, or how long Yes No

• guess the meaning of some words Yes No

• can respond to or repeat basic instructions Yes No

Learner Reflection: What did I do well? Give an example.

Self Assessments © Bow Valley College, 2016 PACKAGE PAGE 25 page 1

 CLB 4 Speaking Interacting With Others—Work Phone Call

Learner A: Interviewer/Caller
My name: Date: Task: Call a job candidate, make a request to
My partner’s name: come in for an interview, give date/time/place.

• I said “hello” and asked to speak to the person. Yes No

• I gave my name and the company name. Yes No

• I explained the reason for my call. Yes No

• I asked the person to come in for an interview. I used would or could. Yes No

• I gave a date, time, and place. Yes No

• I repeated some parts, if the person asked. Yes No

• I think my pronunciation was clear. Yes No

• I was polite. Yes No

Learner B: Candidate
My name: Date: Task: Answer the phone, and accept a date/time
My partner’s name: /place for job interview.

• I said “hello” and answered the interviewer’s greeting. Yes No

• I gave my name. Yes No

• I listened well. I said things like okay, yes, uh huh, um hmm. Yes No

• I answered when the interviewer asked me to come in for an interview. Yes No

• I repeated the date/time/place. Yes No

• I said “thank you.” Yes No

• I think my pronunciation was clear. Yes No

• I was polite. Yes No

Self Assessments © Bow Valley College, 2016 PACKAGE PAGE 26 page 2

 CLB4 Speaking Sharing Information 2—Narrative

Name: Date: Task: Tell what happened by narrating a brief series

of events in a movie, TV show, or book.

Did I . . .?

□ look at the other person while I was talking

□ describe a situation or story
□ put my story in order
□ use short sentences and some longer ones
□ use past tense(s) or other useful forms
□ give some details
□ speak clearly so my classmates could understand me

Learner Reflection: What new skill did you develop or improve to prepare for this task?

Self Assessments © Bow Valley College, 2016 PACKAGE PAGE 27 page 3

 CLB4 Writing Reproducing Information—Lab Appointment

Name: Date: Task: Copy necessary information from a

laboratory website to be prepared for an
appointment for lab tests.

I can . . .
• copy dates and times Yes No

• copy phone numbers Yes No

• copy full names and addresses Yes No

• copy punctuation: period, comma, colon, semi-colon, dash, slash, bracket Yes No

• copy capitals Yes No

• use appropriate spacing Yes No

• copy format (i.e. bullet points into point form structure) Yes No

• copy complete sentences or phrases, as required Yes No

• copy a website and underline it Yes No

Learner Reflection: What parts did you have the most trouble copying? Why is that?

Self Assessments © Bow Valley College, 2016 PACKAGE PAGE 28 page 4

 CLB 5 Reading Interacting with Others—Email Update

Name: Date: Task: Read an email update from a friend.

I was able to . . .

□ identify specific facts

□ identify implied meanings
□ understand the relationship between the reader and writer
□ Identify the attitude of the writer
□ Guess some meanings from the context
□ Identify whether the text was formal or informal
□ Understand the purpose of the text
□ figure out where information was located in the text

Learner Reflection: Was this task easy / just right / difficult? Why?

Self Assessments © Bow Valley College, 2016 PACKAGE PAGE 29 page 6

 CLB 5 Speaking Getting Things Done—Landlord

Learner A: Tenant
My name: Date: Task: Phone the landlord, describe problems with the
rental unit, and request repairs. Extension: ask for a
My partner’s name: date and time for the repairs.
• I opened the conversation. Yes No

• I identified myself and responded to the landlord. Yes No

• I described problems. Yes No

• I asked the landlord to fix the problems. Yes No

• I gave important details and information. Yes No

• I used polite language and tone. Yes No

• I was organized and clear. Yes No

• I answered any questions. Yes No

• I said “thank you” and closed the conversation. Yes No

Learner B: Landlord
My name: Date: Task: Answer the phone politely, listen to the
problems with the rental unit, and agree to do the
My partner’s name: repairs. Extension: suggest a date and time for repairs.

• I answered the phone politely. Yes No

• I asked “How are you?” Yes No

• I listened to the problem(s). Yes No

• I asked questions to make sure I understood. Yes No

• I agreed to fix the problems. Yes No

• I suggested a time and a date to fix the problems. Yes No

• I used polite language and tone. Yes No

• I said “Thank you for calling” and closed the conversation. Yes No

Self Assessments © Bow Valley College, 2016 PACKAGE PAGE 30 page 7

 CLB 5 Writing Interacting with Others—New Job

Name: Date: Task: Write an email to a friend informing him/her

of your new job.

Did I . . . ?
• complete the To: section Yes No
• complete the Subject: section Yes No
• use appropriate greeting Yes No
• give the reason for my email (inform of new job) Yes No

• explain my job (tasks and responsibilities) Yes No

• give my opinion, feeling, or prediction Yes No
• use paragraph form Yes No

• use full sentences Yes No

• use correct tenses for task Yes No
• use appropriate closing and give my name Yes No

• use punctuation and capitals correctly Yes No

Learner Reflection: Why is important to share our good news with our friends in Canada?

Self Assessments © Bow Valley College, 2016 PACKAGE PAGE 31 page 8

 CLB 6 Listening Getting Things Done—Public Health Announcement

Name: Date: Task: Listen to a public health announcement about

making physical activity a routine.

I was able to . . .

□ understand the purpose of the communication

□ identify factual details
□ guess the meaning of words and expressions from the context
□ understand most of the conversation on the first listening
□ identify how the speaker was trying to persuade
□ identify when things were being compared or contrasted
□ recognize suggestions or advice
□ recognize conditions and results
□ identify words of encouragement

Learner Reflection: Do you think the speaker was persuasive? Why or why not?

Self Assessments © Bow Valley College, 2016 PACKAGE PAGE 32 page 9

 CLB 6 Reading Instructions—Cancellation Policy

Name: Date: Task: Read the instructions for renting,

cancelling, or changing a party room booking
with the City of Calgary Recreation.

I can . . .
• understand the purpose of the instructions Yes No

• find some important details Yes No

• understand the order of the instructions Yes No

• understand when to follow specific instructions (i.e. look for signal Yes No
words and understand the organization of the text)
• guess the meaning of some words from the context Yes No

• make conclusions or inferences Yes No

• understand what will happen if I don’t follow instructions (i.e. cause and Yes No
effect)

Learner Reflection: What part of this task was the easiest? Hardest? Why?

Self Assessments © Bow Valley College, 2016 PACKAGE PAGE 33 page 10

 CLB 6 Writing Sharing Information—Paragraph Checklist

Name: Date: Task: Write 1-2 paragraphs to compare two

hobbies, sports, recreational activities that
you enjoy.

Did I . . .?
• write a topic sentence Yes No

• give accurate details to explain/support my main idea Yes No

• check my verbs for correct tenses/forms Yes No
• check for subject-verb agreement Yes No

• use appropriate connecting words and phrases Yes No

• use complete sentences Yes No
• capitalize the first word of each sentence and proper name Yes No
• end each sentence with a period, question or exclamation mark Yes No

• check my spelling Yes No

• write a concluding sentence Yes No

Learner Reflection: What things did I do well? What things need improvement?

Self Assessments © Bow Valley College, 2016 PACKAGE PAGE 34 page 12

 CLB 6 Writing Reproducing Written Information—Work Habits

Name: Date: Task: Take notes on an article about work habits.

Create a point form outline or summary.

Did I . . . ?

□ organize my notes in an “at a glance” structure*

□ use a method to list things: numbers, bullets, dashes, stars, letters
□ use appropriate common short forms ($, %, mos.)
□ use headings or categories
□ copy accurate details
□ write legibly: it is easy to read and understand
□ use imperatives for instructions, if applicable
□ copy capitals and spelling accurately
□ use appropriate punctuation, where applicable
*Note: neatly arranged so it gives a “picture” of the information

Learner Reflection: Where might you have to take notes and organize the information
outside the classroom?

Self Assessments © Bow Valley College, 2016 PACKAGE PAGE 35 page 13

 CLB 7 Speaking Interacting with Others—Constructive Criticism

Name: Date: Task: Express dissatisfaction with employee’s

work in performance review.

• Opened conversation politely Yes No

• Identified the purpose of the meeting Yes No

• Stated concern with facts and/or observations (details) Yes No

• Stated the effect on company, work, or others Yes No

• Reviewed expectation/suggest what could have been done Yes No

• Used expressions for diplomacy Yes No

• Pre-closed and closed Yes No

• Was polite, tactful, supportive Yes No

For next time . . .

Self Assessments © Bow Valley College, 2016 PACKAGE PAGE 36 page 16

 CLB 7 Writing Getting Things Done—Cover Letter Checklist

Name: Date: Task: Write cover letter to accompany resume.

My letter . . .
• is made out to a specific person with a proper title and address Yes No

• identifies the purpose of letter in the first sentence Yes No

• addresses the skills and qualifications described in the job ad Yes No

• shows that the applicant is a good fit for the particular job Yes No

• has some specific details Yes No

• asks for an interview in a polite way Yes No

• thanks the reader for his/her time and consideration Yes No

• is positive, respectful and professional in tone Yes No

• provides accurate contact information in correct format Yes No

• is short and clear Yes No

Learner Reflection: Was this task useful? Why or why not?

Self Assessments © Bow Valley College, 2016 PACKAGE PAGE 37 page 17

 CLB 7 Writing Getting Things Done—Completing Forms

Name: Date: Task: Complete a job application form.

Did I . . . ?

□ write full legal name(s)

□ write a complete home address
□ write a complete email address, if applicable
□ write dates in format requested
□ write phone numbers in format requested
□ check appropriate boxes
□ respond to instructions/questions accurately
□ use appropriate punctuation, capitals, spelling, abbreviations
□ complete all appropriate sections
□ sign document
□ write legibly

Learner Reflection: Why is it so important to be very accurate on a job application? What

message does it send?

Self Assessments © Bow Valley College, 2016 PACKAGE PAGE 38 page 18

  CLB 5-IV
IV. Sharing Information
 Agree, disagree and give opinions in small group discussions or meetings.
Task In small group discussion, discuss the importance of individual family members and
what each person contributes to the family.
Tool Survey – Self-Assessment

This example is based on classwork undertaken during the theme of Family. This task requires
Ss to present their opinions supported by reasons in a discussion of roles and responsibilities of
family members.
1. In groups, give Ss a set of cards with the names of different family members.
2. Have Ss discuss the importance of each family member and what each person
contributes to the family.
3. Have Ss express their opinions and agree or disagree with others’ opinions. A
4. Have Ss try reaching a consensus together.
5. Have each group present their opinions and gives reasons.
6. After the discussion, have the Ss answer the questions in the survey.
7. Collect the surveys and use the results to inform your future attempts at class
discussions.

LINC 5 Name: Amir Date: Jan.4, 2015

CLB: Speaking 5-IV Sharing Information Task: Talk about your family
Self-Assessment Survey (Circle ‘Yes’ or ‘No’)
Were you able to effectively communicate your opinion? Yes No

Did you feel others listened to you? Yes No

Did you feel others wanted to hear your opinion? Yes No

Was everyone able/encouraged to participate? Yes No

Was this discussion easy? Yes No

Comments:
Many students felt that they were not being heard in the
discussions. It was hard to come to an agreement.

Classroom Assessment Toolkit  CLB 5-IV

PACKAGE PAGE 39
LINC 5 Name: Date:

CLB: Speaking 5-IV Sharing Information Task: Talk about your family
Self-Assessment Survey (Circle ‘Yes’ or ‘No’)
Were you able to effectively communicate your opinion? Yes No

Did you feel others listened to you? Yes No

Did you feel others wanted to hear your opinion? Yes No

Was everyone able/encouraged to participate? Yes No

Was this discussion easy? Yes No

Comments:

LINC 5 Name: Date:

CLB: Speaking 5-IV Sharing Information Task: Talk about your family
Self-Assessment Survey (Circle ‘Yes’ or ‘No’)
Were you able to effectively communicate your opinion? Yes No

Did you feel others listened to you? Yes No

Did you feel others wanted to hear your opinion? Yes No

Was everyone able/encouraged to participate? Yes No

Was this discussion easy? Yes No

Comments:

CLB 5-IV

PACKAGE PAGE 40
  CLB 6-III
III. Getting Things Done
 Give and respond to informal and somewhat formal suggestions and indirect requests.
Task Make a suggestion to a friend or co-worker for how to be more active and provide an
appropriate reason.
Tool Peer Evaluation – Sticky Notes

This task can be used in a unit on active living, but may be adapted for other themes in which
making suggestions is an appropriate task (e.g., choosing a bank account, joining a class at a
community centre, etc.). The tool can be adapted for a range of different speaking tasks.
1. Review target language for discussing the benefits of having an active lifestyle and the
detriments of an inactive lifestyle.
2. Divide Ss into groups.
3. Distribute a set of scenario cards to each group. The cards should have situations in
which people are suffering because they are not active, not eating properly, or are not
making choices for a balanced lifestyle.
4. Explain and/or demonstrate the following procedure:
a. Have one student choose a card, read the scenario to the group, then give a
suggestion for the person to make better choices, including a reason for the
suggestion.
b. Have the group listen and use sticky notes to make comments on how the
suggestion:
 Is it an appropriate suggestion for the situation?
 Is a good reason provided?
 Is the suggestion clear and easily understood?
c. Have the group give the sticky notes to the speaker to read and use to improve
performance next time. If necessary, provide/review some examples of appropriate
feedback that Ss could give to each other before starting the activity.
5. As Ss engage in peer assessment, assess for yourself whether Ss have grasped the
information for this unit, checking to see if they are able to provide suggestions to
others.

Scenario: Suggestion: Good suggestion. But, what’s

Brad is constantly tired. He drives the reason? You could say -
Brad should work in
to work, sits at his desk all day. He
some activity during his when you exercise you have
drives home, then watches TV all
night. He doesn’t understand why day – like taking a walk more energy and feel less
during his lunch hour.
he has no energy. tired.

Classroom Assessment Toolkit  CLB 6-III

PACKAGE PAGE 41
 CLB 7-II
II. Comprehending Instructions
 Understand moderately complex directions and instructions for technical or non-
technical tasks.
Task Listen to a recorded message about what to do when calling Medical Services Plan
Subscriber Information
Tool Self-assessment - Checklist

In this example, a LINC 7 class has been exploring the core curriculum theme of Body & Mind,
which can be found on page 10 of the ELSA 6 Curriculum Guidelines
(www.listn.info/site/resources/resources-for-teachers/elsa-67-curriculum-guidelines/e6). The
task involves following simple oral directions on the phone for automated messages, so it could
be adapted for other themes such as Employment & Workplace or Business & Consumerism.
The tool can be adapted for a variety of pair speaking activities.
1. Give Ss the following scenario: they have lost their BC Services Card/CareCard and need
to contact the BC Ministry of Health in order to get a replacement card. Ss must call the
toll-free telephone lines after hours, and they need to follow the steps to get the
required information to get a replacement card.
2. Provide Ss with a worksheet in which they fill in the steps they need to complete in
order to get the information they are looking for. At the end of the task, the Ss should
discover that they need to visit a website in order to fill out the necessary form for a
replacement card.
3. Provide Ss with the checklist below, which they will use once they have finished the
task, then again after they have communicated the steps to a partner. The Ss should
quickly realize if they have missed steps or have not gotten to the message that they
need to hear—and they can compare their notes with their partner.
4. Ask Ss to share their assessment information with you so that specific difficulties
common among most Ss can be addressed and worked on in future lessons. Once you
have reviewed their assessments, return them to the Ss so they can add them to their
portfolios, if appropriate.

Note: This file is from the Language Instruction Support and Training Network (LISTN),
a society of LINC service providers in British Columbia. Adapt this task to the Ontario
context by having learners call and lsiten to Service Ontario automated phone
message to get information on how to replace a lost health card, at 1-800-267-8097.
(This not has been added to the original pdf).

Classroom Assessment Toolkit CLB 7-II

PACKAGE PAGE 42
LINC 7 Name: _____________________________________ Date: ___________________
CLB: Listening 7-II Comprehending Instructions Task: Listen to instructions from a recording
After Task After sharing with partner:
 I was easily able to follow the phone  I was able to explain to my partner how to get a
instructions. replacement card.
 I needed to listen to the message only once.  The steps I made note of matched my partner’s
 I know where to find more information. notes.
 I will be able to explain to my partner what to  We both know where to find more information.
do to get a replacement card.

Comments:

LINC 7 Name: _____________________________________ Date: ___________________

CLB: Listening 7-II Comprehending Instructions Task: Listen to instructions from a recording
After Task After sharing with partner:
 I was easily able to follow the phone  I was able to explain to my partner how to get a
instructions. replacement card.
 I needed to listen to the message only once.  The steps I made note of matched my partner’s
 I know where to find more information. notes.
 I will be able to explain to my partner what to  We both know where to find more information.
do to get a replacement card.

Comments:

LINC 7 Name: _____________________________________ Date: ___________________

CLB: Listening 7-II Comprehending Instructions Task: Listen to instructions from a recording
After Task After sharing with partner:
 I was easily able to follow the phone  I was able to explain to my partner how to get a
instructions. replacement card.
 I needed to listen to the message only once.  The steps I made note of matched my partner’s
 I know where to find more information. notes.
 I will be able to explain to my partner what to  We both know where to find more information.
do to get a replacement card.

Comments:

CLB 7-II
PACKAGE PAGE 43
  CLB 7-I
I. Interacting with Others
 Participate in less routine social conversations for many everyday purposes.
Task Tell a work-related anecdote to a group of peers.
Tool Peer Assessment - Checklist

The task in this example would be used as part of and Employment unit. The task is to create a
personal profile from an anecdote or interview in order to build a career map. The tool focuses
on a particular feature of the task: managing the conversation. The checklist can be used for
different speaking tasks and could focus on other communication features besides managing a
conversation.
1. Review ways in which to manage a conversation. Be sure to go over each strategy and
item from the checklist.
2. Demonstrate with one of the stronger Ss, or elicit from the class, what they think are
appropriate ways of managing a conversation.
3. Review how Ss can provide useful and appropriate comments to help each other to
improve without being negative or discouraging.
4. Divide the class into small groups and instruct Ss work together to ask each other
questions, and present their work-related anecdotes.
5. After the activity, the Ss fill out a checklist for each of their group members.
6. Distribute the checklists to each person, and give them time to read and reflect on the
information provided.
7. Facilitate a sharing session during which Ss can voice their reactions and reflections to
the comments.

Classroom Assessment Toolkit  CLB 7-I

PACKAGE PAGE 44
LINC 7 Peer Assessment – Checklist Date:

Classmate’s Name: _____________________________________

CLB: Speaking 7-I Interacting with Others Task: Tell a workplace anecdote

 Asked questions to keep the conversation going

 Resumed conversation after interruption
 Changed topic appropriately
 Repeated or paraphrased to confirm comprehension
 Held the floor and kept their turn
Comments:

LINC 7 Peer Assessment – Checklist Date:

Classmate’s Name: _____________________________________

CLB: Speaking 7-I Interacting with Others Task: Tell a workplace anecdote

 Asked questions to keep the conversation going

 Resumed conversation after interruption
 Changed topic appropriately
 Repeated or paraphrased to confirm comprehension
 Held the floor and kept their turn
Comments:

CLB 5-IV
PACKAGE PAGE 45
  CLB 8-III
III. Getting Things Done
 Propose or recommend solutions to problems in a familiar area.
Task Explain a sustainability issue in the community and present possible solutions.
Tool Self-Assessment – Reflection Form

This example is based on the Sustaining Canadian Communities Core Curriculum unit in the
ELSA 7 Curriculum Guidelines on pp. 40-53. In this unit, Ss need to identify and analyze a
sustainability issue in their community. The task here is to present a particular issue and
propose some solutions to members of a group. The task can be adapted for other themes that
include problem solving, debate and discussion. The tool could also be used for other problem
solving tasks.
1. Review target language such as “In my opinion...,” “The problem is...,” “I think the real
issue here is...,” etc.
2. Divide the class into groups to discuss their ideas.
3. Set up the task: Ss must decide upon the issue, express their thoughts and opinions
about possible solutions, and recommend the best solution to the issue.
4. When deciding on this solution, have the Ss give reasons that will support their
recommendation.
5. At the end of the task, give each of the Ss a reflection form. Give them some time to
reflect on their performance during the task and to think of ways that they could
improve their performance and the language they used during the task.
6. Once the Ss have completed their forms, collect them to get a sense of the Ss’ views of
their performance.
7. Make note of those areas that Ss identify as needing the most improvement or where
they’re experiencing the greatest difficulty. This information will assist you in planning
future lessons that can focus on building skills that need more practice and
reinforcement.

Classroom Assessment Toolkit  CLB 8-III

PACKAGE PAGE 46
LINC 8 Name: Date:

CLB: Speaking 8-III Getting Things Done Task: Explain an issue and offer solutions.

Self-Reflection Form

How often did you do the following things in your group today?
Put a check () in the box that best describes your response and add comments.
Task Rarely Sometimes Often Comments

1. I gave suggestions.

2. I gave my opinion.

3. I listened to others in my
group.

4. I summarized what others

said.

5. I asked for clarification.

6. I agreed or disagreed.

7. I made recommendations.

8. I gave reasons to support my

recommendation.

9. I used language that helped

communicate my point.

10. I spoke clearly with a normal

pace.

*Adapted from Figure 4.10 in Authentic Assessment, p. 74

Classroom Assessment Toolkit  CLB 8-III

PACKAGE PAGE 47
  CLB 8-I
I. Interacting with Others
 Participate in less routine social conversations for most everyday purposes (such as expressing
and responding to empathy, clarifying conflicts, and providing reassurance).
Task Speak with friends, neighbours and family to share concerns.
Tool Speaking Ability Rating Scale – Self-Assessment

Ss can use this tool to reflect more deeply on their social conversations with others – whether it
is with the instructor, their classmates, a native speaker, or a friend. The rating scale is used to
help Ss become more aware of how successful an interaction is, what makes an interaction
successful, and what strategies they could employ to be more successful next time.
1. Invite Ss to reflect on a social interaction that occurred in or outside of the classroom in the
last week. Elicit aspects of the interactions that they think went well as well as things they
think they can improve.
2. Using the rating scale, assess one of the interactions together with the class, instructing Ss
to indicate how much they agree or disagree with each statement and then reflect on
strategies that could be employed to aid comprehension of both participants.
3. Instruct Ss to use the tool on a regular basis as part of a learning portfolio.
Regularly change the statements to include different features of communication for this CLB
(e.g., Expresses and responds to sympathy; Encourages others to participate).

Classroom Assessment Toolkit  CLB 8-I

PACKAGE PAGE 48
LINC 8 Name: Date:

CLB: Speaking 8-1 Interacting with Others Task: Speak with friends, family, and neighbours

Who did you talk with this week? What did you talk about? Write your answer here:

Part I: Place an X on each line to show how much you agree or disagree.

1. I think that I was successful. Disagree | | | | | Agree

2. The person I spoke to understood me. Disagree | | | | | Agree

3. I felt comfortable speaking with

Disagree | | | | | Agree
another person in English.

4. I understood everything that this

Disagree | | | | | Agree
person said to me.

5. I expressed and responded to

Disagree | | | | | Agree
sympathy.

Part II: Complete the sentences below.

When someone doesn’t understand me, I...

When I don’t understand someone, I...

Now I know...

Adapted from “Self-Assessment of Speaking Ability” p. 73, Authentic Assessment

CLB 8-I
PACKAGE PAGE 49
Learning Log

Name: ____________________ Month: ____________________

I learned about __________________________________________.

I can say: I can understand:

I can read:  I can write:   

Learner Self-Assessment Toolkit Page 16

PACKAGE PAGE 50
 CLB 2 

CLB Benchmark 2 – Writing

Competency Presenting Information
Task Describe weekly learning by completing short guided
texts and answering questions
Self Assessment Tool Learning log (template on p. 74)
Example Family – Describing People
Aim To encourage learners to review and reflect on what
they have learned, what they can use, and how they
feel about it

You have been doing a unit on family with a particular focus on describing
people. You want to encourage learners to reflect on their learning on a weekly
basis using a visual aid.

On the board, write the following three prompts:

1. This week I learned ______________________________________.

2. I can ________________________________ outside of class.

3. This week was ___________________________________________.

Elicit some input from as many learners as possible and add this information to
the appropriate blanks. Make it clear to them that they are writing about this
week. Give each learner three post-it notes. Instruct learners to complete the
first sentence on one note, the second sentence on another, and the third
sentence on the last note. When learners have completed this stage, project an
image of a construction worker holding a toolbox (you could also use a picture
of a person carrying a suitcase) or post an enlarged picture on the wall. Two
examples are provided below. Invite learners to stick the first note (“This week I
learned…”) on the person’s head, the second note (“This week was…”) on the
person’s heart, and the third note (“I can…”) on the suitcase.

These can then be collected by the instructor, summarized, and reviewed the
following week in class. Alternatively, learners can be given their own copy of
the picture on which to place their notes, placing more emphasis on the
individual learner’s progress rather than the class as a whole. The visual
associations, combined with the physical movement of the activity, can help
reinforce the cognitive, affective and practical aspects of their learning. This
activity is based on an evaluation task in Project Based Learning and
Assessment. (Arlington Education and Employment Program 1997: 22)

Learner Self-Assessment Toolkit Page 23

PACKAGE PAGE 51
Learning Log

Name: _________________ Level: ___________

My instructor My
I did it on
helped me. classmates
my own. helped me.
What did you
Date
do?

I filled out an MSP June 4,

form. 2012 

Learner Self-Assessment Toolkit Page 26

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 CLB 3 

CLB Benchmark 3 – Writing

Competency Presenting Information
Task Describe
Self Assessment Tool Journal
Example Can be used with any theme
Aim To introduce a structured component to journal
writing with an emphasis on self-assessment

Learners already keep journals, in which they write on typical instructor-assigned

topics: What are you going to do on the weekend? What did you do on the
weekend? Describe your community, etc. You want to start encouraging
learners to think about how they study English, their performance of tasks in the
classroom, and how they use the target language outside of the classroom.

At the end of the week, you write 5 sentence stems on the board:

Ask for a volunteer or call on a learner who is confident enough to share his or
her answers in front of the class. Prompt the learner by turning each sentence
stem into a question. Write down the learner’s answers. Now ask the rest of the
class to choose a minimum of three stems to write about in their journals. The
volunteer can copy the answers he or she provided and expand on them. Be
clear with learners if you intend to read the journals or not, and if the former,
how you will respond. To challenge the learners more, especially early finishers,
ask them to write an additional sentence after each completed sentence stem.

Learner Self-Assessment Toolkit Page 30

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Learning Reflection
EXIT TICKET TEMPLATE  (copy and cut along the lines)

Today, the most useful thing I learned was … Today, the most useful thing I learned was …

This lesson was: This lesson was:

  Very useful   Very useful
  Useful   Useful
  Not useful   Not useful

I want to learn more about… I want to learn more about…

Today, the most useful thing I learned was … Today, the most useful thing I learned was …

This lesson was: This lesson was:

  Very useful   Very useful
  Useful   Useful
  Not useful   Not useful

I want to learn more about… I want to learn more about…

Source: Toronto Catholic District School Board

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Learning Reflection
Date: _________________
Today, I learned:

Date: _________________
Today, I learned:

Date: ___________________
Today, I learned:

Date: ____________________
Today, I learned:

Date: ____________________
Today, I learned:

Date: _____________________
Today, I learned:

Source: Toronto Catholic District School Board

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Learning Reflection
Date: _________________
Today, I learned …

Today, I liked …

I want to do more…

Date: _________________
Today, I learned …

Today, I liked …

I want to do more…

Date: ___________________
Today, I learned …

Today, I liked …

I want to do more…

Date: ____________________
Today, I learned …

Today, I liked …

I want to do more…

Source: Toronto Catholic District School Board

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 MID‐TERM SELF‐ASSESSMENT – READING 

NAME: _______________________ DATE ___________________________

READING ‐ CLB 4 ‐ Comprehending Information:

Understand the purpose, main idea, key information and specific details in simple, short texts
related to everyday familiar and personally relevant situations and topics.

Think about the reading texts we have been working on in class.

1. The reading texts were:

Check one:  easy  hard  just right

Check one: too long too short  just right

2. I could understand the key ideas of the texts.

Check one:  Yes  most of the time  sometimes  no

3. I could understand the main ideas of the paragraphs.

Check one:  Yes  most of the time  sometimes  no

4. I could understand the key vocabulary.

Check one:  Yes  most of the time  sometimes  no

5. Which of the following will you do outside class to improve your reading?
Check only the items you are sure you can and will do.

 Work on my vocabulary
 Read online texts (news items, ESL texts)
 Read newspaper articles
 Borrow and read/LISTEN TO audiobooks from the local library
Other:
___________________________________________________________
___________________________________________________________
___________________________________________________________

Source: Margaret Stasiak, TCDSB

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 End of Task Reflection 2

Name: Date: Task:

1. What did you enjoy most about ___________________________________________?

2. What thing(s) did you do well?

3. What thing(s) do you need to improve?

4. Is there any part of this task/topic that you would like to practice more in class?

5. Where can you use this task/parts of this task outside the classroom?

Learner Reflections © Bow Valley College, 2016 PACKAGE PAGE 58 page 3

 End of Theme Reflection

Name: Date: Theme:

Task: Reflect on work at end of theme

1. What can you do now that you couldn’t at the beginning of this theme unit?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

2. What is one activity that helped you learn during this theme unit? Why or how?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

3. Write about one thing that you did well during this theme unit?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

4. Write one thing you need to do better for future class work or tasks outside the classroom.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Learner Reflections © Bow Valley College, 2016 PACKAGE PAGE 59 page 6

 Exposure and Use: Listening-Speaking

Name: Date:

Instructions: Over the weekend (from Friday 6:00 p.m. – Sunday 11:00 p.m.), write down
everything that you do in English. For example: watched TV, went to a movie, listened to a news
report, spoke to a cashier or server, chatted with a co-worker or customer, talked on the phone
with a friend, participated in a conversation club at the library/recreation centre, etc.

Estimate how much time in hours you spent listening and/or speaking: ________ hours

1. Do you think that the amount of English you practiced will contribute to your goals?

2. If so, which goal would benefit most?

3. Which goals would benefit from more practice?

Learner Reflections © Bow Valley College, 2016 PACKAGE PAGE 60 page 7

 Exposure and Use: Reading-Writing

Name: Date:

Instructions: Over the weekend (from Friday 6:00 p.m. – Sunday 11:00 p.m.), write down
everything that you do in English. For example: read a book to my child, read a newspaper or
magazine article, searched the internet, wrote a “to do” or grocery list, wrote an email to a
friend, took a phone message, helped my child with homework, filled out a form, etc.

Estimate how much time in hours you spent reading and/or writing: ________ hours

1. Do you think that the amount of English you practiced will contribute to your goals?

2. If so, which goals would benefit?

3. Which goals would benefit from more practice?

Learner Reflections © Bow Valley College, 2016 PACKAGE PAGE 61 page 8

 Listening General Strategies Reflection

Name: Date: Task: Identify how often you use these writing strategies.

When I have trouble listening in English, I . . .

1. Ask the person the repeat what they said Never Sometimes Often

2. Write down what I hear Never Sometimes Often

3. Try to guess what they said from the other words Never Sometimes Often

4. Look at his/her mouth to guess the words Never Sometimes Often

5. Ask someone for help Never Sometimes Often

6. Ask the person to explain or describe what he/she Never Sometimes Often
means

7. Avoid communicating totally or partially Never Sometimes Often

8. Use a dictionary or translator Never Sometimes Often

9. Just nod and smile to be polite Never Sometimes Often

10. Reply in my native language Never Sometimes Often

11. Ask the person to write down what they said Never Sometimes Often

12. Tell the person that I do not understand Never Sometimes Often

Discussion Questions:
1. Which strategies do you use the most? Why is that?
2. Which strategies will you try to use more often? Why is that?

Learner Reflections © Bow Valley College, 2016 PACKAGE PAGE 62 page 11

 Pronunciation Reflection

Name: Date: Task:

1. What sounds in pronunciation do you need to work on the most? List some sample
words that cause you problems.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

2. What is one aspect of pronunciation you would like to improve? (i.e. stress, syllables,
intonation, linking, slowing down, pausing more often, <-ed> or <-s> endings, etc.).
Why?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

3. What are some of the things you can do to improve your pronunciation outside of class?

Learner Reflections © Bow Valley College, 2016 PACKAGE PAGE 63 page 13

 Reading General Strategies Reflection

Name: Date: Task: Identify how often you use these reading strategies.

When I have problems reading in English, I . . .

1. Look at the pictures Never Sometimes Often

2. Think about and use what I already know Never Sometimes Often

3. Predict the overall content or meaning Never Sometimes Often

4. Guess the meaning of words from the rest of the Never Sometimes Often
sentence.

5. Skip words that I don’t know Never Sometimes Often

6. Break words into smaller parts Never Sometimes Often

7. Look at punctuation (commas, parenthesis, dashes) Never Sometimes Often

to find definitions or explanations.

8. Use a dictionary Never Sometimes Often

9. Look at how the information is organized Never Sometimes Often

10. Scan to find only the information I need Never Sometimes Often

11. Read the text several times Never Sometimes Often

12. Ask for help Never Sometimes Often

Discussion Questions:
1. Which strategies do you use the most? Why is that?
2. Which strategies will you try to use more often? Why is that?

Learner Reflections © Bow Valley College, 2016 PACKAGE PAGE 64 page 14

 Speaking General Strategies Reflection

Name: Date: Task: Identify how often you use these speaking strategies.

When I have problems speaking in English, I . . .

1. Correct myself Never Sometimes Often

2. Rephrase what I said Never Sometimes Often

3. Change the topic Never Sometimes Often

4. Use my native language Never Sometimes Often

5. Ask for help Never Sometimes Often

6. Use gestures or facial expressions Never Sometimes Often

7. Avoid communication totally or partially Never Sometimes Often

8. Use a synonym Never Sometimes Often

9. Simplify what I want to say Never Sometimes Often

10. Use a description Never Sometimes Often

11. Use pauses or utterances (Umm, uh) while thinking Never Sometimes Often

Discussion Questions:

1. Which strategies do you use the most? Why is that?

2. Which strategies will you try to use more often? Why is that?

Learner Reflections © Bow Valley College, 2016 PACKAGE PAGE 65 page 17

 Vocabulary Reflection

Name: Date: Task:

1. Did you learn any new vocabulary/expressions today? Yes / No

2. What were some of these new words/expressions that you learned?

1. _____________________________ 5. _______________________________

2. _____________________________ 6. _______________________________

3. _____________________________ 7. _______________________________

4. _____________________________ 8. _______________________________

4. When or where can you use these words or expressions?

5. What can you do to help you remember to use these new words?

Learner Reflections © Bow Valley College, 2016 PACKAGE PAGE 66 page 18

 Writing General Strategies Reflection

Name: Date: Task: Identify how often you use these writing strategies.

When I have trouble writing in English, I …

1. Try to plan out my ideas before I write Never Sometimes Often

2. Talk it through first and then make points Never Sometimes Often

3. Review what I have written before writing more Never Sometimes Often

4. Look at other texts and try to analyze them Never Sometimes Often

5. Ask for help Never Sometimes Often

6. Read my work out loud to listen for mistakes Never Sometimes Often

7. Avoid communicating totally or partially Never Sometimes Often

8. Use a dictionary Never Sometimes Often

9. Simplify what I want to say Never Sometimes Often

10. Write in my native language Never Sometimes Often

11. Pause and think before continuing to write Never Sometimes Often

12. Look at an English grammar book for help Never Sometimes Often

Discussion Questions:
1. Which strategies do you use the most? Why is that?
2. Which strategies will you try to use more often? Why is that

Learner Reflections © Bow Valley College, 2016 PACKAGE PAGE 67 page 19

Reflection – Engagement in Learning
Name Date

NOTE: Use this tool to reflect on and assess your own or a classmate’s language learning engagement.

1 How many hours per week do you spend learning English? (in and out of class)
2 Is you class attendance regular?
3 Do you bring you Language Companion binder to class regularly?
4 Do you know what to put in your Language Companion?
5 Do you try to use English in your community (e.g., talking to others in English)?
6 Do you watch/listen to TV, radio or news in English?
7 Do you use the internet (e.g., videos, podcasts, news) to practice English?
8 Do you want to practise English more?
9 What do you think you can do to practise English more?

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Reflection ‐ Learning Preferences
Name Date

NOTE: Use this tool to reflect on your own or a classmate’s language learning preferences.

1 How do you like to learn English in class?

2 How do you like to practice English outside the class?

3 What are your favourite kinds of class activities? (e.g., pair, group, listening…)

4 Would you like to use a digital device (computer, tablet, phone) more in learning English?
How?

Reflection – Understanding of PBLA and assessment

Name Date

1 Do you have a Language Companion?

2 Do you use it regularly in your learning?
3 Do you know which CLB level you are in Listening, Speaking, Reading and Writing?
4 Do you know which level class you are attending?
5 Do you have a clear understanding of what to include in each section of your
Language Companion and why?
5 How do you think you could make better use of your Language Companion?

PACKAGE PAGE 69
CLB 1 ‐ CAN DO STATEMENTS – LISTENING (sample of learner self‐assessment)

DATE I CAN I CAN, I NEED MORE

WITH HELP PRACTICE
  
  
  

DATE I CAN I CAN, I NEED MORE

WITH HELP PRACTICE
  
  
  

DATE I CAN I CAN, I NEED MORE

WITH HELP PRACTICE
  
  
  

DATE I CAN I CAN, I NEED MORE

WITH HELP PRACTICE
  
  
  

PACKAGE PAGE 70
 I can with I need more
CLB 3 Can Do Statements date

I can
 help

practice

Speaking
I can have very short simple social conversations, for example:
 Introduce myself to a new person __________   
 talk to a receptionist about my appointment

I can give simple 2‐ to 3‐step instructions and directions, e.g.:

 tell a new student where to sit __________   
 give directions to the classroom

I can make and respond to simple polite requests, for example:

 ask if I may do something __________   
 ask someone to help me

I can give very short simple warning, cautions and apologies, e.g.:
__________   
 tell someone to be careful

I can ask for and give simple information about things I need and
things I do, for example:
 tell the doctor how I feel __________   
 talk about what I did yesterday
 talk about my plans

I can describe things, people, and situations in a few short

sentences, for example:
__________   
 describe my home
 describe a person in my family

Listening
I can understand very short, simple social conversations (including
greetings, introductions, endings), for example:
__________   
 an apology from a friend
 an introduction to a new co‐worker

I can follow 2‐ to 4‐step common instructions and directions, e.g.:

 instructions for a classroom activity __________   
 directions to a washroom

I can understand common request, warnings, and permission, e.g.:

 a request for a day off work __________   
 a request to borrow a book

I can understand short descriptions of a person, object, situation,

personal experience, or routine, for example:
__________   
 a description of a family photo
 details of a birthday party

PACKAGE PAGE 71
 I can with I need more
CLB 3 Can Do Statements date

I can
 help

practice


Reading
I can understand very short, simple social messages, for example:
 a short note from my teacher ________   
 a short email with the details for an appointment

I can understand simple instructions with about 5 steps, often with

pictures, for example:
 directions to the bus stop ________   
 steps to take care of someone’s house while the person is
away

I can find some information in simple forms, tables, and schedules,

for example: ________   
 bus schedules

I can find some key information in short business texts such as

flyers, form letters, and brochures, for example: ________   
 a flyer with information about a sale

I can understand the main idea and some important information in

short, simple paragraphs, for example: ________   
 a story about my neighbourhood

I can find simple information in dictionaries and encyclopedias, e.g.:

________   
 a word in an online bilingual dictionary

Writing
I can write short, simple social messages to someone I know, e.g.:
 An invitation to a co‐worker about a party ________   
 An email to a sick friend

I can copy very short, simple paragraph, for example:

 a short recipe ________   
 details about my work schedule

I can complete short, simple forms with 12‐15 items, for example:
________   
 an emergency contact form

I can write short, simple messages to get things done, for example:
________   
 a note to a co‐worker asking him/her to turn off the lights

I can write sentences about things I know, for example:

 a short description of a family member ________   
 a few sentences about my weekend

PACKAGE PAGE 72
 Can Do List

Name: Date:

Strand I can I can do I can do I can’t

do this this with some of do this
easily some this yet
effort
1.

2.

3.

4.

5.

6.

7.

8.

9.

Assessment Templates © Bow Valley College, 2016 PACKAGE PAGE 73 page 3

 Checklist Boxes

Name: Date: Task:

Features:

I can /was able to . . .

□
□
□
□
□
□
□
Comments:

□ Task Achieved: Meet all or most of requirements

Assessment Templates © Bow Valley College, 2016 PACKAGE PAGE 74 page 4

 Checklist Yes-No 2

Name: Date: Task:

• Yes No

• Yes No

• Yes No

• Yes No

• Yes No

• Yes No

• Yes No

• Yes No

Name: Date: Task:

• Yes No

• Yes No

• Yes No

• Yes No

• Yes No

• Yes No

• Yes No

• Yes No

Assessment Templates © Bow Valley College, 2016 PACKAGE PAGE 75 page 7