ELC assessment recommendations

Recommendations for Early Learning and Care ProgrammeInitial Assessment Protocols

Kathie Orr

KWETB FET Accessible Learning Integrated Support Service

ALISS

Context

Early Learning and Care Programme In 2019, QQI published the new Professional Award-type Descriptors at NFQ Levels 5-8: Annotated for Early Learning and Care (PATD for ELC). These new ELC awards standards replace the existing ECCE standards at Levels 5 and 6. The new standards provide a totally new framework for developing new ELC programmes leading to new ELC awards. The Programme Descriptor will include (i) a requirement for all learners to have knowledge, skills and competences equivalent to NFQ level 4 and (ii) a requirement for speakers of English as a second or other language to have a minimum English language and literacy competency of B2 in writing, reading, listening and speaking on the Common European Framework of Reference for Languages (CEFRL) at entry to the programme.

Initial Assessment Recommendations

1. A locally devised digital initial assessment tool is developed and agreed, mapped to NFQ and CEFRL, to be undertaken by ALL potentially suitable ELC applicants, following initial screening, to assess knowledge, skills, competences and (for speakers of English as a second or other language) language level. (If this is not practicable then initial assessment for all ESOL applicants and certain non ESOL applicants to be selected from completion of initial screening skills checker.)2. This is to comprise listening, reading and writing tasks, with a maximum of 25 marks available for each task.3. For ESOL applicants only, the tool also includes an assessment of spoken language level which is undertaken first (possibly concurrent with initial screening). An applicant with a spoken language level below 10 marks does not meet the language entry requirement for the programme and is not asked to undertake the other tasks. They are given/referred for guidance on access/bridging courses/other study options. 4. A score of 15 or above out of 25 in each task indicates a skills competency level suitable for the programme (including a suitable language level). (For discussion: all scores to be released to learners?) 5. A score of between 10-15 in a task indicates potential suitability for the programme with appropriate supports (For example, timetabled support within the programme). 6. Key staff are identified to carry out and mark assessments. Roles and responsibilities for these staff are agreed. Appropriate training programme developed for these staff.

Recommendations continued

7. Protocols are developed and agreed around facilitation of the assessment. Suggested pre-assessment protocols to include:

• Explanation of the purpose of the assessment - inclusion and identification of support needs to ensure successful outcomes for learners.
• Introduction to the assessment - timings; navigation and break down of tasks; explanation of assessment criteria; timeline for notification of results

Suggested post-assessment protocols to include:

• Provision of advice on any supports required/available for applicants to access

• Discussion with unsuccessful applicants of the assessment results and guidance/referral for guidance on other course/study options

8. Protocols are developed and agreed around timing of assessment (pre or post completion of learner details form); storing and safekeeping of response; compliance with GDPR and data retention requirements.

Draft Assessment Materials

Initial Assessment speaking task(a) Sample interview questions

(b) Speaking descriptors mapped to CEFRL

Initial Assessment writing taskWriting descriptors mapped to CEFRL

Initial Assessmentlistening, reading and writing tasks