Introduction

Learning assessment may be the cornerstone to a quality literacy program. Effective assessment practices will determine how well literacy programs are helping people improve their literacy skills. (1)

IN 1997, THE MINISTRY of Education and Training (2) began the process of program reform within funded Literacy and Basic Skills (LBS) agencies across the province of Ontario. This program reform was designed as a multi-year strategy with four components:

• learning outcomes

• assessment

• articulation

• accreditation (3)

Since its beginning in 1994, Community Literacy of Ontario (CLO) has supported its member programs in their work with volunteers. We believe that volunteers have an important and valuable role to play in the assessment process. In 2000, CLO was funded to carry out a project to research and report on the volunteer’s role in assessment. The project was designed to:

• research the current range of volunteer involvement in the assessment process;

• research effective models for volunteer involvement in assessment provincially, nationally and internationally;

• gather and share information on effective strategies and best practices;