Section 3.5: Initial/Ongoing Assessment

 

In that a large number of literacy learners have had negative experiences with learning, they are often quite anxious about being assessed. Thus, initial assessment is typically completed by an experienced program staff member who has developed ways of helping new students to relax. These staff also have in-depth knowledge about what areas to assess and appropriate strategies for doing so. Tutors are generally responsible for the ongoing assessment of learners (typically under the supervision of an experienced staff member initially). It is worthwhile discussing assessment openly with your learner(s), and spending time and effort to build trust and a sense of ease which can be accomplished by creating a learning environment that is characterized by:

 

·        Acceptance - of self, of others, of ideas, of differences

·        Open communication - straight talk, sense of caring, warmth and helpfulness

·        Freedom - to try, to take a risk, to question, to think unconventional thoughts, to explore

·        Respect  - no criticism, value judgments, competition

·        Seriousness - about the hard work and discipline involved in learning

·        Playfulness - about the fun involved in learning

·        Stimulation - varied activities, approaches and ideas

 

There are many purposes for assessing students as nicely summarized in the Adult Education and Resource Learning Standards:

 

  planning instruction - if achievement is assessed before instruction, instruction can be tailored to meet the needs of learners. In addition, learners will better understand the specific objectives for instruction.    

  motivating students - Most learners will exert a greater effort if they know how their achievement will be measured and if they receive regular feedback on their performance.

  evaluating instruction - The extent to which learners attain an objective is one indication of the effectiveness of the instruction. Instruction can be modified as needed based on assessment findings.

  reinforcing learning - Some assessment techniques provide opportunities for learners to apply what they have learned, thereby reinforcing instruction.    

  measuring achievement - Perhaps the most obvious reason for measuring achievement is to assign grades that are fair and accurate measures of learner growth.

 

One method often used in adult literacy programs for ongoing assessment of students is the portfolio. When you registered for this course, you were sent a resource entitled Creative Student Assessment. Please take a minute now to read over the section on portfolios (Part Three).  One of the main strengths of using portfolios is the visual impact they have. Rather than simply using a grade or written comments to identify progress, the inclusion of the learner's materials makes progress easy to see and appreciate.

 

There are many varied types of assessment techniques available, some of which are captured in the resources below. One general way of categorizing assessment techniques is by how learners answer; that is, by choosing (e.g., multiple-choice, true/false, or matching) or creating an answer (e.g., short answer questions, essays, performance assessments, oral presentations, demonstrations, exhibitions, and portfolios). Another way is by the purpose of the assessment. For example, observation and discussion/structured interviews are used primarily to determine the learner's understanding of and ability to communicate a concept, paper and pencil quizzes/tests to determine knowledge of  "facts and figures," and individual/group projects to determine ability to problem-solve (develop, implement, evaluate a plan and communicate the results).

 

One type of assessment that has gained widespread popularity in the field of adult literacy programs is the portfolio (i.e., a file in which samples of a learner’s work is kept generally over a certain period of time). There are many different types of portfolios depending on the goal of the learner and the resources of the program.  For example, samples of the learner's reading, writing, etc., may be kept in a general portfolio in order to identify progress, problem areas, strengths, and so on, while an employment portfolio would be include material that showcases the individual’s skills and knowledge to a potential employer.  Portfolios may be print based (e.g., a folder with documents and samples of work), multimedia  (material is on a web site, CD-ROM/Disk, or on audio/video tape), or a combination of both. 

 

It should be noted that the approach to assessment will vary based on the program you are with. Some programs may require that you use specific techniques and forms (e.g., academic upgrading programs), while others may take a less formal approach and allow you and the learner to determine your approach to assessment.   

 

Resources:

 

 Creative Student Assessment (a hard copy was sent to you as a course resource)

 Online Resources for Assessment - Texas Star Centre

 Classroom Assessment Techniques - Honolulu Community College

 Using Portfolios – from Assessment and Evaluation Strategies, NALD Literacy Collection

 Essential Skills Portfolio Developer - TeleEducationNB

 Portfolios in Practice – Andrea Lies, Conestoga College

 Electronic Portfolios – Tammy’s Technology Tips for Teachers site

 The Digital Portfolio – Coalition of Essential Schools, Annenberg Institute for School Reform

 The Issue: Adult Literacy Assessment - ERIC Clearinghouse on Reading and Communication Digest #45

 What We Had To Think About Before We Could Do Portfolio Assessment – System for Adult Basic Education Support, Massachusetts Department of Education

 

 

 On to Section 3.6

 

 Back to Contents

 

(Page updated Nov 2002)