Assessment is more than just a good thing to do. It is a program responsibility, as outlined in the Core Quality Standards: “A quality literacy program evaluates learners’ progress on an ongoing basis. The process involves the learners and contributes to their development.”(4)

Ontario literacy programs are not alone in this view. The John Howard Society in British Columbia includes a similar statement in their documentation: “A quality adult literacy program uses a variety of flexible, learner-centred assessment procedures when learners enter the program, while they are being tutored and when they leave the program.”(5)

The topic of assessment is discussed, described and debated in a myriad of resources. It is not within the scope of this document to go into detail about what assessment is or its purpose. This manual has been written to provide an overview of the role of the volunteer in the assessment process.

Volunteers are the heart and soul of community-based literacy programs. Most programs were founded through the efforts of volunteers and have continued to exist thanks to volunteer support. Volunteers are often the unsung heroes of these programs.

Like anything else, however, community-based literacy programs in Ontario have gone through changes, and the role of the volunteer has also changed. As program reform has become a way of life for these programs, staff has also experienced a changed role. These changing roles can be summed up as follows: staff is responsible for the big picture — overall programming and accountability. Volunteers are responsible for the day-to-day things that go on in a program — tutoring the learner and supporting the staff.

Assessment is not a stand-alone or isolated activity. It takes place within the context of learning. It isn’t done to or by any one person. It involves everyone — staff, volunteer and learner. This manual will look at each of the roles, with the focus on the volunteer tutor.