About Benchmarks 2.0

Introduction

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The Alberta K–12 English as an Additional Language (EAL) Proficiency Benchmarks (Benchmarks 2.0) <hyperlink to BM 2.0 PDF> was developed on the strong foundation of Benchmarks 1.0 as an assessment tool to support educators in identifying the English language proficiency levels of students who meet the criteria for requiring EAL programming and instruction. Benchmarks 2.0 <hyperlink to BM 2.0 PDF> was developed on the strong foundation of Benchmarks 1.0 as a tool to support educators in assessing the language proficiency levels of students who meet the criteria for requiring EAL programming and instruction.

Benchmarks 2.0 can support EAL student success in any subject area when it is used to

assess initial and ongoing language proficiency levels
inform language instruction and programming
set appropriate language-learning goals
determine language-learning supports and resources
evaluate the effectiveness of instruction and programming
monitor and report language proficiency and academic development
communicate language proficiency levels to students and their parents/guardians

Benchmarks 2.0 reflects that

EAL learners require programming and language instruction to build English fluency for successful education in Alberta
subject areas are instructed in a language EAL learners are still developing fluency in (in English education)
teachers plan explicit language instruction to support EAL and content learning in subject areas
students’ home languages and cultures are valuable learning tools that help them develop English

Using Benchmarks 2.0 to assess a student’s English language proficiency in listening, speaking, reading, and writing can be conducted by the classroom teacher in any subject area while observing student interactions, meeting with students, and/or reviewing student work or test results (assessments and assignments require adaptation for students at beginning levels and differentiation for students at intermediate levels).

WHEN ARE BENCHMARKS 2.0 USED?

Benchmarks 2.0 are used:

to establish baseline proficiency when EAL learners enter the school system and to identify the level and types of instructional supports these learners require to be successful
at each reporting period to assess students’ current English language proficiency
on an ongoing basis to monitor language proficiency growth and to inform instructional planning
at transitions between grades, schools and/or programs.

WHO USES BENCHMARKS 2.0?

Benchmarks 2.0 were designed to be used by:

teachers of students who require support to learn English as an additional language
EAL specialists
EAL consultants
school administrators.

GETTING STARTED USING BENCHMARKS 2.0

Step 1
Use the Characteristics of EAL Learners chart to identify which proficiency level best describes the student. This will be your starting point for assessment.

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Characteristics of Learners by Level of English Language Proficiency

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Step 2
Use Benchmarks 2.0 <hyperlink link to Printable Benchmarks 2.0> at the appropriate grade-level:

Review the Benchmarks 2.0 key indicators for the proficiency level identified as a starting point
Also consider the Benchmarks 2.0 indicators for the level above and the level below to identify which level the student consistently demonstrates
These observations can be recorded on the Benchmarks 2.0 tracking sheet <hyperlink link to Tracking Sheet>

Step 3
Use this information to:

inform planning for explicit language instruction in each subject-area
determine the level of supports required
identify appropriate resources
communicate with students and parents
share the information with other teachers working with this student

Step 4
Examine your current processes for welcoming and registering new EAL learners and decide what is working and what can be improved.