4/30/2012. What is CELBAN? Why was CELBAN developed? Why was CELBAN developed?

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1 What is CELBAN? Canadian English Language Benchmark Assessment for Nurses Canadian English Language Benchmark Assessment for Nurses (CELBAN) An Overview of CELBAN Partners in Education & Integration of Internationally Educated Nurses - an occupation-specific English language assessment tool used to assess the threshold English language proficiency of internationally-educated (IE) nurses seeking entry into nursing employment in Canada. Winnipeg, MB April 27, 2012 Presented by: Blanche Kingdon 1 2 Why was CELBAN developed? Internationally-educated nurses require proof of language proficiency when obtaining licensure to practice in Canada. English proficiency tests that have been used include: TOEFL/TSE, TOEIC, IELTS, MELAB, and other similar tests Why was CELBAN developed? But English proficiency tests used (i.e., TOEFL, IELTS, TOEIC, MELAB, etc.) are inadequate because not based on a Target Language Use (TLU) analysis of nursing (i.e., content and context does not represent the nursing workplace); not validated with the target population (IE nurses); test-takers do not receive feedback on strengths and weaknesses in the productive skills (speaking & writing). 3 4 Why use the Canadian Language Benchmarks to develop CELBAN? Canadian Language Benchmarks (CLB) The Canadian Language Benchmarks (CLB) is a set of descriptors which provide a national standard for English as an additional language. The CLB provide a unique standard d for language competence that can be applied within an occupational context, and therefore used in the development of an occupation-specific assessment tool

2 What is a Benchmark? A benchmark (CLB) is a description of the English language abilities one can demonstrate at one of the 12 levels. Range: CLB Level 1 (describes a literate student with no English) to CLB Level 12 (describes a post-graduate student defending a PhD thesis) Four skills: Speaking, Listening, Reading and Writing. Four specific competency areas: Social Interaction, Instruction, Suasion, Business/Service Texts, Information CLB Descriptors Example: CLB Level 8, Speaking Global Performance Descriptor Learner can communicate effectively in most daily practical and social situations, and in familiar work situations. ti Grammar and pronunciation errors rarely impede communication Performance Conditions Interaction is with one or more people, face to face, or on the phone. 7 8 CLB Descriptors Example: CLB Level 8, Speaking (cont d.) Competency Outcomes and Standards: (Sample shows 3 of 16 descriptors for CLB 8) What the Person Can Do Instructions Give/pass on instructions about an established familiar process or procedure (technical and nontechnical) Examples of Tasks and Texts Give instructions on how to administer first aid. Performance Indicators Give spoken directions. (Conveys the sequence of steps; uses clear reference, correct stress and intonation: listener can follow the instructions). Overview of CELBAN Project 1. Feasibility Study ( ) 2. Phase I: Analysis of the Language Demands of the Nursing Profession Across Canada ( ) 3. Phase II: Development CELBAN( ) 4. Phase III: Implementation of CELBAN sites: ( ) 5. Advantages of CELBAN Current status 9 10 Centre for Canadian Language Benchmarks (CCLB) initiated the development of CELBAN, as a model for other professions and occupations. Funding provided by: Governments of Alberta, British Columbia, Manitoba, and Ontario Ontario Region of Citizenship and Immigration Canada

3 Feasibility Study In , the CCLB did a feasibility study with nursing stakeholders: 1. To explore the need to identify appropriate language age levels, els expressed as CLB levels, els related to nursing competencies & workplace requirements. 2. To examine the cost, time and expertise required for the initiative Who were the Stakeholders? Licensing Bodies Nurses (including IE nurses) Nurse Educators Employers Government Policy Analysts Immigrant Serving Agencies Nursing Unions Results of Feasibility Study Stakeholders confirmed a need to have the profession benchmarked (i.e., determine the language demands of the profession in terms of CLBs). that current tests (e.g. TOEFL/TSE, etc.) were too general and did not necessarily indicate the proficiency required to work in the nursing profession. the need for an English language proficiency assessment tool with content relevant to the nursing profession (occupation-specific). As a result the CCLB pursued funding and proceeded with what became known as Phase I. Phase I: Analysis of the Language Demands of the Nursing Profession Process: National advisory Committee Survey CanTEST Focus Groups Profile Information Interviews Observations of Nurses (Completed in 2002 Report available from the Centre from Canadian Language Benchmarks (CCLB); see website: Phase I Highlights a) Language Challenges Identified in the Nursing Profession in Canada: 1. Speaking and Listening identified as most challenging, with comprehensibility a major concern 2. Fast pace of the workplace 3. Phone interactions 4. Terminology and jargon 5. Need to ask for clarification Language Challenges Identified in the Nursing Profession in Canada (cont d): 6. Use of appropriate tone and register 7. Need for assertiveness in certain situations 8. Ability to respond to negativity 9. Writing: charting and legibility 10.Nonverbal communication 11.Culture of the workplace

4 b) Observations of Nurses on the Job Professional 34% Situational Uses of Language Clients 56% Language Tasks Small Talk Responds to Questions Suggests 5% 6% 6% Apologizes Phone 1% 3% Comforts 4% Gives Instruction Clarifies 9% 1% Discusses 5% Offers Help 2% Asks for Help 2% Explains 21% Family 10% Asks for Information 22% Informs 7% Describes 6% c) Results Based on analysis of the data gathered, the English language demands of the nursing profession were determined to be: Skill CLB Level Speaking 8 Listening 9 Reading 8 Writing 7 Phase II: Development CELBAN Process : Step 1: Planning Step 2: Development of test specifications and first draft of tool (speaking, listening, reading and writing) Step 3: Pilot of draft versions Step 4: Statistical Analysis and Revisions Step 5: Completion of final version of test materials (including guidebooks for administrators & invigilators, and speaking assessors) Step 6: Implementation of CELBAN (Version One) (Completed July 2003 Report available from the Centre from Canadian Language Benchmarks (CCLB); see website: Description of CELBAN Content of all CELBAN tasks: was based on data collected in Phase I, the TLU analysis of the nursing profession. was created with input from nursing consultants and experts to ensure authenticity. Speaking Assessment The speaking assessment consists of: an oral interview two role plays involving two assessors (with one candidate). Scores are assigned as CLB Levels. Clear criteria for evaluation are used. Feedback on strengths and weaknesses is provided on candidate s report. Total time: 30 minutes

5 Listening Assessment The listening assessment is composed of: video scenarios - various settings including hospital, home, clinic, and medical office. audio scenarios - phone calls and one shift-to-shift report. Scenarios variety of interactions, i.e., between nurses and patients, family members and other professionals. Question format - standard multiple choice questions (MCQs); some in chart format. Total Time: 45 minutes Note: Listening, Writing & Reading tests are administered as a group. Reading Assessment Reading assessment includes two sections: Skimming and Scanning Reading Comprehension Text - formats such as charts, patient notes, manuals, and information texts related to health issues. Question format - short answer (word or phrase), multiple choice, and cloze (fill-in-the-blank) format. Total Time: 50 minutes Writing Assessment Writing assessment includes two sections: i) Form-filling ii) Report Writing Scores are assigned as CLB Levels. Clear criteria for evaluation Feedback on strengths and weaknesses is provided. Total Time: 30 minutes Phase III: Implementation Implementation of CELBAN began in January Phase III: Implementation Advantages of CELBAN Nursing licensing bodies across Canada accepted CELBAN as one of the tools to demonstrate English language proficiency Canadian English Language Assessment Services (CELAS) Centre was established at Red River College as the national administration centre for CELBAN A CELBAN website was developed: Nursing content (based on Phase I, an in-depth analysis of the language demands of the nursing profession in Canada) Feedback provided regarding strengths and weaknesses in productive skills (speaking and writing) All four skill areas assessed (separately) Face-to-face speaking assessment with two trained assessors Note: More information about the advantages of CELBAN is provided in A Position Paper: Comparing the CELBAN to other Language Proficiency Tests (Including TOEFL). Contact the CELAS Centre: celas@rrc.mb.ca

6 National Administration of CELBAN Responsibilities include: Set up of official CELBAN Administration Sites Assessor training (monitoring and follow-up) Record-keeping and statistical analysis Quality Control (ensuring policies and procedures, materials, and test security are maintained) Establishment of Assessment Sites Site Analysis/Preparation Training of CELBAN Administration team Administrator Assessors (CELBAN Speaking assessment) Invigilators (CELBAN Listening, Writing, Reading) CELBAN trainers: Ensure that all requirements are met Train the team Observe the team during the administration of CELBAN Evaluate to ensure that all policies & procedures are being followed and that security measures are in place Conduct ongoing monitoring to ensure Quality Control Policies and Procedures A formal CELBAN Policies and Procedures Manual was developed by the CELAS Centre. This document addresses all areas of concern raised by stakeholders including: Registration, Accessibility, Test-security, Accuracy of scoring, Re-tests, and Quality Control. Development of Products and Services Three versions of the official CELBAN have been implemented Two versions of the Institutional CELBAN (I-CELBAN) are available to educational institutions offering nursing language bridging programs to IENs I-CELBAN is modeled after the official CELBAN, with the same content/context and language components Development of Products and Services (cont d) Resources for candidates to prepare to take CELBAN are available on the website: Information for Candidates booklet, Test-taking Strategies booklet, and registration forms are downloadable from the website: CELBAN Readiness Self-Assessment (CRSA) Offline CRSA available for a fee Online CRSA available free of charge on the website (currently undergoing repairs by CCLB) Current Status National Fluency Working Group 2010 Approved only two English language proficiency tests for purposes of licensure: CELBAN and IELTS Increased the passing level for CELBAN Listening CLB Level 9 to 10 CLB Levels on CELBAN required for entry into practice by all provincial regulators except Ontario: Skill CLB Level Speaking CLB Level 8 Listening CLB Level 10 Reading CLB Level 8 Writing CLB Level

7 Current Status The Canadian English Language Assessment Services (CELAS) Centre at Red River College continues to provide the national administration of CELBAN. There are eight official CELBAN sites: Richmond, Surrey, Edmonton, Calgary, Regina, Saskatoon, Winnipeg, and Hamilton Number of official CELBAN assessments conducted: 3,367 (as of December 31, 2011) Complete CELBAN: 1,567 CELBAN Group only: 1,072 CELBAN Speaking only: 728 3,367 Publications Available Phase l: Benchmarking the English Language Demands of the Nursing Professions Across Canada (2002) Phase ll: The Development of CELBAN The Canadian Language Benchmark Assessment for Nurses (CELBAN) (2003) Phase lll: The Implementation of CELBAN (2003) Developing an Occupation-Specific Language Assessment Tool (Using the Canadian Language Benchmarks) (2004) Available from the Centre for Canadian Language Benchmarks (CCLB); see website: (click Resources; then History, Background and Research) Contact Information CELBAN information: Centre for Canadian Language Benchmarks (CCLB): Canadian English Language Assessment Services (CELAS) Centre: CELBAN Coordinator: Blanche Kingdon, 39 7