| 42 |
Janet Isserlis, “What
you See: Ongoing Assessment in the ESL/Literacy Classroom” in
Adventures in Assessment, Volume 2, p. 42. |
| 43 |
In some situations, the
training plan may also need to be revised to reflect more realistic timelines
or to incorporate the possibility of additional or different demonstrations of
learning. When a tutor and learner think it might be necessary to review the
training plan before the time originally agreed upon, they should contact a
staff member. |
| 44 |
Judy Blankenship Cheatham,
Ruth Johnson Colvin and Lester L. Laminack, Tutor: A Collaborative Approach
to Literacy Instruction (Literacy Volunteers of America, Inc., 1993), p.
117. |
| 45 |
Handbook for Literacy
Tutors, Section 5, pp. 6-7. |
| 46 |
Charlene L. Ball,
Demystifying Adult Literacy for Volunteer Tutors: A Reference Handbook and
Resource Guide (Literacy Partners of Manitoba), p. 109. |
| 47 |
Handbook for Literacy
Tutor, Section 5, p. 18. |
| 48 |
Marianne Paul, Marianne.
Way to Go! Issue 3 (Ontario Literacy Coalition: 2001), p. 1. |
| 49 |
Assessment in the
Learner-Centred Classroom, p. 11. |
| 50 |
Ibid., p. 40. |
| 51 |
Adapted from Way to Go!
Issue 3, pp. 6-7, and A Model for Learning Assessment in Community-Based
Literacy Programs, p. 17. |
| 52 |
Marianne Paul, Way to
Go! Issue 1 (Ontario Literacy Coalition: 2001), p. 5. |
| 53 |
Adapted from Way to
Go! Issue 3, p. 9. |
| 54 |
Paul Trunnell,
“Self-Assessment: Doing and Reflecting” in Adventures in
Assessment, Volume 2, p. 31. |
| 55 |
This is by no means a
complete listing of the resources available nor is it an endorsement of these
particular resources. Website addresses were accurate at time of printing. |