Instruction and ongoing assessment go hand in hand. When tutor is helping a learner with a new skill, she will notice that some skills are easier for him to grasp than others. The tutor will discover clues to the learner’s learning style and preferences (e.g., does he repeat things out loud, does he count on his fingers). It will soon become apparent whether he likes to work in a quiet room or in a room with other learners. The tutor should use this information to help develop lesson plans. For example, it will help determine whether more or less time should be spent on reviewing the previous session’s work or if instructions are better given verbally or in writing. All of this assessment information and the gathering and reporting of this information on an ongoing basis is the key component of the volunteer’s role in the assessment process.

The job of the volunteer is to report examples of successes and difficulties to a staff member. Most programs require their volunteers to submit regular progress reports to ensure that this gets done. Some sample reports are included in Appendix 5. But volunteers don’t need to wait until it’s time to submit a report to provide feedback to the staff — when the tutor notices that the learner is using a new skill or has made a significant accomplishment, she should give a staff member a phone call or send a quick e-mail. Staff appreciate getting this information because it helps them more accurately track progress.

The learner and the volunteer tutor will be working together to meet the short-term goal described in the training plan. The plan will also list some ways that the learner can demonstrate his new skills. The volunteer should let a staff member know when the learner is ready to perform a demonstration. Sometimes, the tutor can help design the activity that is part of the demonstration, but the ultimate responsibility for administering and assessing demonstrations of skill rests with program staff.