It indicates learners would be expected to understand overall meaning or intent, a range of vocabulary (e.g., concrete and abstract language), an expanding range of register and styles, and an increased range of complex sentences and structures.
The Profile of Ability also describes the strengths and limitations of communication demonstrated by learners at this Benchmark. These considerations would help instructors set up the sample task to allow learners to listen and respond to (or participate in) an exchange spoken at a normal pace that would draw on the listener’s life experience. The expectations for the communication indicate that the interaction should be spoken at a normal rate, face-to-face (or on the phone or via digital media), and of moderate length. If your task is at Listening Benchmark 7, for example, the Profile of Ability (pictured in partial form here) indicates that learners would be expected to understand most moderately complex informal communication related to life experience. The Profile of Ability is listed on the left of the page for each listening or reading benchmark (and also provided in table form at the beginning of each Stage).This involves a scan of the Profile of Ability, Some Features of Communication, the appropriate Competency Area(s), and the Knowledge and Strategies page. Once you have selected the assessment task, you should confirm that the task (and your expectations) are appropriate for the CLB level of your class. In cases where a task conceivably draws on more than one Competency Area, you might choose to assess both or only one, based on your judgement of which is the most relevant to the task and to the larger goals guiding the class, as determined in early and ongoing needs assessments.ĭetermine if your task is level appropriate. For example, in the task Listen and Respond to a Complaint about a Work Situation from a Friend, the purpose is to build/maintain relationship, so Interacting with Others is appropriate. As a first step, select the competency area(s) that most closely reflects the purpose of the task. The CLB competencies are organized into four Competency Area(s) located to the right of the Profile of Ability for each benchmark for listening and reading these include Interacting with Others, Comprehending Instructions, Getting Things Done, and Comprehending Information. The steps below outline this process using the example task, Listen and Respond to a Complaint from a Friend, applied to a work situation, one of the sample tasks suggested for listening at Benchmark 7. Ensuring your Task is Consistent with the CLBĪs with all assessments, you can use the CLB 2012 document to check that the listening or reading assessment task and the related assessment criteria align to the CLB level(s) of the learners in your classroom.
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