Staff really need (and want) to know!
Now think about how you get to know the learner as you work together. You might discover that she can read and understand simple passages better than you thought at first. Or perhaps you notice that she can write simple sentences but not complex ones. She could even tell you about another goal that she would like to work towards.

Initial assessment can only provide information about a specific point in time, i.e. what skills the learner is able to demonstrate during the first interview with a staff member. Often, learners are nervous during that interview or they aren’t able to give specific details about their skills, goals and dreams.

As you work with the learner, he will become more comfortable and you will discover more about his skills, goals and dreams. Of course, you will also see skills improve, and there will be times when you notice that the learner is struggling with learning a new skill. It is important to share this ongoing assessment information with staff members so that it can be documented in the learner file and changes made to the training plan if necessary. See Bulletin #2 for some ideas for documenting assessment.

Sometimes, it seems to take a long time for a learner to master a new skill. But remember – literacy learning isn’t just about reading, writing and math. Self-management and self-direction skills are just as important. These skills include completing assignments on time, showing greater confidence, reporting using a new skill in a real-life context. The list goes on.

Staff also needs to know if it’s time for the learner to do a demonstration of his new skills. Demonstrations are part of ongoing assessment. In some programs, volunteers help develop demonstrations. If you think you might be interested, talk to a staff member. If you’d like to know more about what demonstrations are, On the Level by Lindsay Kennedy is a good place to start.

There will come a day when it’s time for the learner to move on to the next step towards his goal. This could mean starting a job, going to a new school or becoming more independent. All of the assessment information you have shared with staff will help them determine the learner’s overall progress. This helps them complete a an exit/final assessment.

The learner needs to know!
The learner is the most important part in the whole assessment process! She is why we are all here. She needs to be able to recognize progress or else she will become frustrated and might want to give up. Celebrate success – be sure to tell her when you notice she is using a new skill.

Many programs give learners a form to help them keep track of their own progress. Learners can record what they have read, assignments they have completed or demonstrations they have done. This type of tracking form is one way to help learners assess their own success -- Bulletin #3 gave other ideas for learner self-assessment.

Volunteers, Learners & Staff – A Winning Combination!
When we all work together, we make a great team. Everyone has something to contribute throughout the assessment process and we each need to support and encourage the other team members. Each piece is a part of the puzzle, and communication is the key to success.