What does all this mean for my learner?
By making sure that learners’ skills are assessed at the beginning, during and at the end of their program, literacy agencies can be sure that learners are placed in the right program or group at the level appropriate for their skills. As literacy practitioners come to a common understanding of assessment results, learners can be assured that these results will be consistently understood by both staff and volunteers in the program. If a learner transfers to another literacy agency, he/she can also be assured that assessment results will be understood by that agency. This will mean that the learner will not need to be re-assessed.

With time and practice, we will come to a common understanding of the skill levels and requirements needed for learners to reach their goals. This will help everyone involved – learners, volunteers and staff – set realistic goals and timelines, identify achievements and increase awareness of the learning that has occurred.

As a full partner in the learning process, learners will understand what skills are being assessed and why. They will be able to help identify the skills needed to reach their goals and will be better able to participate in planning learning outcomes. This is truly learner-centred learning.

I’m a volunteer – what’s my role in the assessment process?
As a volunteer tutor, you are an essential part of the assessment process! In most community-based literacy programs, a staff member carries out the initial assessment of a new learner and assigns him or her to work with a volunteer tutor or in a small group. Sometimes the staff person works with the learner or with the learner/tutor pair as part of the initial assessment. You will probably all meet together to discuss the assessment results, the learner’s goals, the training plan and possible learning activities you can use.

Now your role in the assessment process really begins! As a volunteer tutor, you have the most frequent and regular contact with the learner. You will soon notice that your learner is learning new skills. You can provide this valuable ongoing assessment information through phone calls, session reports or in your conversations with staff members. Together with your learner, you can let program staff know when it’s time to conduct a more formal assessment such as a demonstration. Your input and feedback will also help staff determine when a learner has progressed to the next LBS level. You are the link that keeps everything running smoothly!

Ongoing assessment is not a stand-alone activity. It is embedded in the teaching process. You have been doing it all along, and we want you to keep up the good work. If you’d like more information, speak to your Program Co-Ordinator or another staff member. And be sure to watch for our next Tutor Bulletin in late spring – we’ll be including some effective assessment strategies you can use with your learner!