So what do I do?
Ongoing assessment can happen at any time. It can be formal (i.e. demonstrations) or it can be informal (i.e. a chat with the Program Coordinator). You are already doing it every time you meet with a learner! Every time you notice that he or she has learned a new skill or made progress, you are assessing.

Here are some strategies to help you keep track of the progress learners are making. You might be using some of these ideas already.

• Observe what the learner is doing – does he/she have a preferred learning style? Can you note any particular areas that appear easy or difficult for the learner?

• Talk with the learner – ask questions about how he/she is learning, give feedback and encouragement.

• Keep a diary – note down the skills the learner is working on and the progress made. You can do this on your own or together with the learner.

• Keep a record of what you did each lesson – make a note of what the learner was comfortable doing and what was difficult.

• Be sure to make note of Self-Management/Self-Direction skills such as improved attendance or an improved ability to self-correct work. These skills are just as important as spelling and grammar.

• Make a note when you notice the learner using a new skill in a real-life setting (e.g. he/she shows you a grocery list written at home).

• Make a note of any new goals the learner would like to work towards. Be sure to discuss this with program staff!

• Keep a record of successful completion of theme units or workbooks – “check-ups” are often included and are a great way to do this.

• Complete regular progress reports. These can be kept in the learner’s file and help program staff determine when a learner is ready for a demonstration activity.

• Complete a “skills check list” or “needs inventory”.

• Keep in touch with program staff – give them a call to let them know how the learner is doing or write a brief e-mail letting them know about a new skill the learner has mastered.

• Encourage the learner to self-assess – to discover how and why he/she knows a new skill has been mastered.

• Reflect, together with the learner, how progress relates to the training plan.

• Adjust your lesson plan as needed – you may be able to move quickly through one set of skills but have to spend more time somewhere else.

• Help the learner decide what to keep in his/her portfolio. The portfolio shouldn’t include every piece of work completed but it should include samples of work that demonstrate learning.

And remember – celebrate successes!