Canadian Language

Benchmarks (CLB)
Assessments
Presented by
Elena Durette, Kerry Louw and Bonnie Nicholas
EDPY 593
March 3, 2008

L2 Assessment in Canada before

the CLBA
At our school, if
students know the past
tense, we put them in
an intermediate class.

I have a student who

just moved from
Ontario. He was in an
intermediate class
there, but here hes a
high beginner.

What are the Canadian Language

Benchmarks (CLB)?
1991: Immigration Canada report to Parliament
1992: Consultation workshops
1993: National Working Group on Language

Benchmarks
1995: Draft CLB document field-tested
2000: CLB 2000 published
Ongoing: CLB are used for Language Instruction
for Newcomers to Canada (LINC) classes, Stage
I, Benchmarks 1 through 4
Stages II and III are used at higher levels

Schematic Structure of the

Canadian Language Benchmarks
12 benchmarks, divided into three proficiency stages

The benchmarks are . . .

a descriptive scale of communicative proficiency

a framework of reference
a national standard
competency-based

criterion-referenced
learner-centred
on a continuum
task-based
subjective
analytical

The competency-based approach

Focuses on what learners should be able to do

Is concerned with attainment of specific standards

criterion-referenced not norm-referenced

Was first adopted in vocationally-oriented education and later

accepted by policymakers and leaders in curriculum

development as a state-of-the-art approach to ESL
A CLB competency statement contains a task and a number of

of how well or standard statements (example of Writing Benchmark 3)

Task: Write a short text about a personal or familiar situation.

Performance Indicators: Conveys the message, reader can follow, uses
appropriate language and content, describes time and location with precision,
makes few errors in grammar, punctuation and spelling
Source: Integrating CLB Assessment into your ESL Classroom (2005).

Development of the CLB

Assessment Tools
1995: Peel Board of Education (Ontario)

contracted to develop assessment instruments

(Pierce and Stewart)
1996: CLBA kit developed
1998: Federal funding for the CCLB
1998 - present: ongoing development of new

assessment tools by CCLB

2002: CLBPT developed
Now: free online assessment PD offered
from CCLB

CLB Tests and Assessment Tools

for Adult ESL
CCLB Centre for Canadian
Language Benchmarks
CLBPT
(Canadian Language
Benchmarks
Placement Test)

LPT (Literacy
Placement Tool)

CLB Classroom
Assessment
CLB Summative
Assessment
(SAM)
WLA
(Workplace Language
Assessment)

CELBAN
(Canadian English
Language
Benchmarks Assessment
for Nurses)

Centre for
Education and
Training (CET)

CanTEST
Canadian Test of English
for Scholars and Trainees

CLBA
(Canadian Language
Benchmarks
Assessment)

CLBLA
(Canadian Language
Benchmarks Literacy
Assessment)

CLB Assessment in Edmonton

LARCC (Language Assessment, Referral and
Counseling Centre) at Catholic Social Services
Pre-screening by intake workers

Less than 6 years

of education in
home country (L1)

Literacy Placement Tool

LPT
(LINC; low-stakes)
Source: Annette Kreider, Catholic Social Services

More than 6 years

of education in
home country (L1)

CLB Placement Test

CLBPT
(LINC; low-stakes)

CLBA
(non-LINC client;
higher stakes)

An example of the streaming process

Source: www.sait.ca

CLBA was designed to be:

Accountable to stakeholders
User-friendly (efficient, reliable, cost-effective)
CLB-compatible
Able to place learners on a continuum
Culturally accessible (not culture-free)

Sources: Norton Pierce, B. & Stewart, G. (1997). The Development of the Canadian Language Benchmarks
Assessment. TESL Canada Journal, 14, 2.
Norton, B. & Stewart, G. (1999). Accountability in Language Assessment of Adult Immigrants in
Canada. The Canadian Modern Language Review, 56, 2, 223-244

What is the CLBA?

a task-based assessment instrument
assesses English proficiency from Benchmark 1 to

Benchmark 8
tests English Listening / Speaking through one-onone interview
tests Reading by means of passage and response to
short answer / multiple choice questions
tests Writing by means of authentic, life-applicable
tasks
The CLBA is recognized by language and adult
training providers cross Canada and has
attracted international interest.

Source: http://www.tcet.com/clba/about.aspx

 CLBA materials

CLBA kit is task-based

Tests all four skills in
three separate
instruments

Administered individually
(writing component can be
done in a group)
Can take up to 4 hours to
complete
No cost to client at
federally-funded centres

CLBPT
streamlined placement test; maximum 80 min

can be administered in a group setting

used to place adult learners in ESL programs
4 parallel versions
task-based
has been validated

to the CLBA scores

The CLBLA and the LPT

Assessment tools for literacy learners

Both measure the degree of literacy in the

learner's first language, and are used to

place clients in literacy classes
CLBLA is available in 26 languages

Original use of the CLBA

. . . there has never been

any suggested purpose for

the CLBA other than ESL
classroom placement.

Source: Stewart, G. & Cohen, C. (2001). A response to a Critical Review of the

CLBA. Contact, Spring 2001, p. 24

Current uses of the CLBA

The following are uses for the CLBA endorsed by the CCLB:
to allow learners to understand their progress in learning ESL
As a proficiency test for:
eligibility determination for language training programs,
needs assessment,
referral to appropriate training;
facilitating initial placement into programs or classes,
development of programming to meet specific language skills
needs;
to provide teachers, program administrators and funders with a
potential program effectiveness indicator (Note: applicable
only if the program has a CLB-based curriculum or curriculum
framework);
to provide assistance to employers in the development of
appropriate training programs for their ESL learner employees
Source: http://www.tcet.com/clba/uses.aspx?sel=q2&cat=services

Reliability and Validity Measures

The final (CLBA) tests are sufficiently

reliable. . . In a low-stakes placement

test, these findings were deemed
satisfactory. If this had been a highstakes, gatekeeping test for college
entrance. . . We could not have been
complacent.

Source: Norton Pierce, B. & Stewart, G. (1997). The Development of the Canadian Language Benchmarks
Assessment. TESL Canada Journal, 14, 2.

Assessing the CLB Assessment

Tools
CLBA takes up to 4 hours and measures what a

client can do
CLBPT takes less time and measures what a client
cannot do well
CLBPT is not as reliable as the CLBA. It has not
been sufficiently validated.
CLBPT is validated to be reliable within 1 benchmark
95% of the time but the study on the test is not a
public document.

http://www.cic.gc.ca/EnGLIsh/resources/evaluation/linc/findings.asp
http://www.sait.ab.ca/pages/cometosait/internationalstudents/pdf/CLBA1107.pdf
private correspondence with Jennifer McKay, Project Manager, Assessment, CCLB

CLB Assessor Qualifications

Knowledge of second language acquisition:

300 hours ESL teaching experience and

ongoing PD and
formal training or professional portfolio
Experience in adult ESL assessment
Cultural sensitivity
Interview skills
Decision-making skills
Proficiency in English

Source: http://www.language.ca/display_page.asp?page_id=271

CLB Assessor Training

CLBA certification requires 5 days of

intensive instruction, skill application and

coaching http://www.tcet.com/clba/training.aspx?sel=q2&cat=services
CLBLA (Literacy Assessment) requires CLBA
certification, and is an additional 1.5 days of
training.
CLBPT requires a one-day training
workshop.
Cost: $750 for a license and material for 1
assessor; $325 for each assessor

Summative Assessment Manual for

Teachers (SAM) at CLB 4
Measures student achievement only after exposure to

thematical and functional instruction

For ESL teachers with adult learners in publicly funded
programs (LINC and non-LINC)
Based on the CLB framework, standards and curricula
Piloted for reliability, validity and practicality
Easy to use and administer
Learner and context-sensitive
Photocopiable

NOT TO BE USED FOR: literacy students, placement purposes or

general proficiency testing, or for testing without prior instruction
in the theme

SAM is not for:

Students with literacy needs in their first language
ESL learners who are literate in a non-Roman

alphabet/script (i.e. Russian, Chinese, Arabic,

Punjabi) who are in the early stages of applying their
literacy skills to English
Administering SAM to literacy learners is not a fair

assessment practice. They should be assessed

separately with a literacy-oriented tool.

p. 3

Key Concepts in SAM Assessment

Reliable: designed to produce consistent

results if all the teacher-assessors use the

scoring criteria on the same tasks in the same
way
Valid: designed to measure what it claims to
measure - the achievement of selected CLB
standards demonstrated through familiar
topics and discourse/text formats.

SAMs Security Considerations

Validity depends on the security of its formal

(standardized) assessment tools.

All teachers must ensure the security.
Care must be taken that the test is not compromised
by rote memorization.
Not to be viewed by unauthorized people
Should be stored in designated locked units
Integrity rests on a firm commitment of teachers to
securely handling and disposing of task copies and to
safe record-keeping.
(BUT . . . if you have $100, you can purchase a copy
from the CCLB.)

Administering a formal SAM

5-task sequence
Task 1: Speak-Listen Student/teacher

interview
Task 2: Listen
Task 3: Speak
Task 4: Write
Task 5: Read

(7 8 minutes)
(15 minutes)
(2 3 minutes)
(20 minutes)
(20 minutes)
______________
65 minutes

You be the ESL test-taker:

.

You be the ESL assessor. . .

.

SAM Reporting
Language Competency Report: reports what

the learner can do at Benchmark level and is

issued at the students request for reference
purposes outside of ESL programs.
Teacher Recommendations: A form for office

use to record the assessing teachers

comments.

The greatest challenge using the

CLB is assessment
It is important to me that what we do in the classroom is
relevant and meaningful to learners. I dont want to teach to
a test. How can I assess learners based on the kinds of
activities we do in class on an everyday basis?
I teach in an academic bridging program that has begun to use
the CLB. Weve always had end of semester tests that
include reading, writing, and grammar. How can I develop
ongoing assessment related to the CLB that is relevant to
learners academic goals?
Ive just started teaching in a program that uses the CLB
standards. This CLB document looks overwhelming. How will
I know whether learners are achieving what is expected at
Benchmark 2? Where do I start?
(Integrating CLB Assessment)

Integrating CLB Assessment into

your ESL Classroom (2005)

Helps teachers with assessment practices

Integrates teaching and learning activities into the classroom
Relates to the CLB standards (CLBPT and CLBA)
Meets program goals and the needs and interests of learners.

Formative assessment
- ongoing feedback about how learners are doing
- identifies what they need to work on
- assists teachers with planning activities

Summative assessment
- measures achievement of specific CLB outcomes

Assessment for Learning Principles

Clear outcomes and assessment criteria
How students learn along with what they

learn is embedded in teaching

Emphasizes progress and achievement
Shared understanding of goals (CLB CanDO
posters explain expectations)
Constructive guidance on how to improve
Self-assessment leads to self-management

Effective Assessment Practices

Lead to Significant Improvements in Learning
Sharing expectations and criteria with learners
Focusing on comments-only feedback
Encouraging self assessment

CLB Assessment improves learning and motivation.

Teachers become focused in giving feedback.

An Assessment Process Model

Planning for Learning and Assessment

Using Information for Planning

Setting Up Tasks and Collecting Information

Analyzing Information and giving Feedback

Back to: Who uses the CLB 2000?

TESL professionals in educational institutions
Adult ESL learners are the primary intended

beneficiaries.
Learners become aware of the CLB mostly through

their ESL instructors who share and interpret the

main ideas and can help them achieve a CLB
standard.
( CLB 2000 )

ESL schools use the CLB 2000

for teaching and testing
12 levels of English listening, speaking, reading and writing.

Level 1 students have little or no English

Level 12 students are fluent speakers of English
Level 9 or above usually have enough English for university,
college or professional communication.

Post-secondary institutions and employers refer to CLB levels.

The CLB tells what people can do in English in daily communication.

Can you answer questions about your name, address and phone
number?
Can you fill out an application form or write a memo?
Can you listen to a news report on the radio?
Can you write a report for your boss?

The CLB summary checklists at each level help ESL learners mark
language-learning progress and articulate goals.

CLB Resources for the Teacher

The CLB framework helps teachers plan units of work that support
learners to develop their communicative language skills through
real world tasks and activities.
Classroom teaching resources referenced to the CLB:
CLB 2000 A Guide to Implementation (2001)
CLB 2000 Additional Sample Task Ideas (2002)
LINC Classroom Activities
Books 1 4
NorQuest College
Canadian Snapshots
Level 3 and 6 Longman
CLB 2000 ESL for Literacy Learners (2001)
CLB publications and resources

CLB / CLB Assessments I

Pros
Cons
national standardization

teaching to the test

accountability to funders

restricts the language learning to

survival-English skills

functional
teachers lack training and power
to administer CLBPT
There are no objective means for
deciding that one functional item is
more complex than another
many LINC classes have nonliterate in L1 as L2 learners
CBLT supports our social order
and need for a working class &
is designed to teach compliance

Teacher-friendly assessment tool

in SAMs
Functions can be expressed in
many different ways and at many
different levels of complexity
CBLT (competency-based
language teaching) is a rational
approach to adult education
CBLT is geared towards adult
learners successfully functioning as
equal members in a changing
society

Has become high-stakes

testing for some

CLB / CLB Assessments II

Pros

Cons

Readily-available resources, and

CLB drives the market

more being published (books and

online resources)
Thematically-based, contextembedded
CLB gives a framework for
beginning teachers

Complexities of funding issues

Reliability and validity issues
Themes can be restrictive for

teachers
CLB can be overwhelming for
beginning teachers
Few testing centres; assessment
training is expensive
Reliability and validity issues
ESL schools often retest students
who have been assessed at testing
centres
Disconnect from ESL learners in
the K-12 system

Transformative Education
While not perfect, it is possible that

competencies become tools in service of a

transformative education, rather than a
constraining framework for instruction.
Auerbach (1988)

References

Auerbach, E. R. (1988). Competency-based ESL: one step forward or two

steps back? TESOL Quarterly, 20.
Centre for Canadian Language Benchmarks. www.language.ca
CLB 2000. Centre for Canadian Language Benchmarks. Citizenship and
Immigration Canada
Centre for Education & Training. (CLBA website)
http://www.tcet.com/clba/default.aspx?sel=r2&cat=services
Cohen, Carolyn. (2003). From Art to Science with Art: LINC Assessor as ESL
Professional. Association of Teachers of English as a Second Language of
Ontario, Contact, Vol. 29, No. 2, Spring 2003.
Fox, J. & Courchne, R. (2005). The Canadian Language Benchmarks (CLB): A
Critical Appraisal. Contact, Vol. 31, No. 2, Special Issue 2005.
Hudson, T. (2005). Trends in Assessment Scales and Criterion-Referenced
Language Assessment. Annual Review of Applied Linguistics (2005) 25, 205
227.

Integrating CLB Assessment into your ESL Classroom (2005). Centre for
Canadian Language Benchmarks. The Government of Alberta and
Citizenship and Immigration Canada

References

Norton Pierce, B. & Stewart, G. (1997). The Development of the Canadian

Language Benchmarks Assessment. TESL Canada Journal, 14, 2.

Norton, B. & Stewart, G. (1999). Accountability in Language Assessment
of Adult Immigrants in Canada. The Canadian Modern Language Review,
56, 2, 223-244
Rossiter, M. J., & Pawlikowska-Smith, G. (1999). The use of CLBA scores
in LINC program placement practices in western Canada. TESL Canada
Journal, 16, 39-52.
SAM (2004). Centre for Canadian Language Benchmarks. The
Government of Alberta and Citizenship and Immigration Canada
Stewart, G. & Cohen, C. (2001). A response to a Critical Review of the CLBA.
Contact, Spring 2001, p. 24. (Note: we were unable to locate a copy of the
original article.)
Watt, D.L.E. & Lake, D.M. (2001). The CLBA-TOEFL Comparison
Study.Contact, 27(2), 10-13.
Thanks to Annette Kreider, LINC team Leader, Catholic Social Services
and Jennifer McKay, Project Manager, Assessment, Centre for
Canadian Language Benchmarks.

Selected online resources

www.language.ca
This is the home page of the Canadian Language Benchmarks. The site can be a bit confusing to navigate,
but there is a wealth of information here.
http://www.tcet.com/clba/default.aspx?sel=r2&cat=services
This is the homepage of the CLBA and the CLBLA.
http://atwork.settlement.org/downloads/linc/clba.pdf
This link will take you to the CLBA Projects, Benchmarks Competency Assessment training: A Guide to
Assigning Benchmarks.
http://www.sait.ab.ca/pages/cometosait/internationalstudents/pdf/CLBA1107.pdf
This is the CLBA information package published by SAIT for its students.
http://ucalgary.ca/clal/assessment/whichtest
A comparison of which proficiency tests the U of Calgary accepts and the cost of each test.
http://www.norquest.ca/programs/business/officeprof.htm
This page shows equivalencies among CLBA, TOEFL and other standardized tests accepted by NorQuest
College.
http://www.cic.gc.ca/EnGLIsh/resources/evaluation/linc/findings.asp
Citizenship and Immigration Canada (CIC) was the impetus behind the development of the CLB. This is a
summary of a 2004 government report on linc, including a very interesting section on The Adequacy of the
Assessment Tools.
http://education.ucalgary.ca/dean/htdocs/displayAttachment.php?id=58
Proceedings of the Immigration, Integration and Language Public Policy Conference, held in Calgary in
2006.
http://www.ealta.eu.org/documents/resources/annobib-altern.pdf
This is an annotated bibliography on assesment alternatives.
http://www.cal.org/caela/esl_resources/collections/factsheets.html
This is the website for CAELA, the Center for Adult English Language Acquisition, which seems to be the
U.S. equivalent of our CLB.