Common Skills for Literacy Practitioners
| Approaches to Adult Learning and Learner | General Teaching Methods and Strategies |
| Teaching Literacy and Numeracy | Assessment and Evaluation |
| Communicating and Working in a Learning Environment | Professional Issues, Activities and Development |
| Supplemental: Program Development and Administration |
IV. Assessment and Evaluation
- Knowledge and Understanding
- Principles of assessment and purposes of initial, ongoing and final assessments.
- Principles (e.g., systems vs. authentic/performance, valid, variety of tools and settings, ongoing)
- Purposes (e.g., placement, baseline measurement, goal-setting, curriculum and program development, accountability, transition to additional training/education)
- Variety of methods, tools and procedures for literacy and numeracy assessment which are adult-oriented, current, reliable, meaningful/authentic, real-life tasks/materials. Factors which influence the choice of assessment methods/tools. Collaborative role for the learner and role for self-assessments. Types of standardized tests, computer-based tests, appropriateness, uses, strengths, weaknesses.
- Goal-directed process for initial assessment combined with a learning outcomes approach to identify the knowledge and skills requirements for specific goals. Varieties of individual learning/training plans and their uses.
- Provincial core quality standards and evaluation requirements and procedures.
- Evaluation of courses and programs – models, purposes and procedures. Main areas for course evaluation (learning, teaching methods, materials) and program evaluation (overall objectives, policy implementation, community development, use of staff).
- Recording and reporting procedures for assessment and course/program evaluation.
- Special needs and appropriate methods for assessment, resources and referrals.
- Different learning styles, assessment strategies for accommodating them.
- Prior learning assessment methods and procedures to recognize/credit previous learning for entry and placement in programs. The range of standards against which previous learning/skills can be judged. Principles and methods of how to collect and judge evidence from prior learning in relation to individual goals and outcomes.
- Employability skills. Commonly used sources for these literacy and numeracy requirements.
- Local providers and education options within/outside own program or institution for learners who want to continue their formal education after literacy learning. Articulation of literacy levels with requirements for access to additional training/education. Local and provincial resources for help or referrals. Sources of information if unable to refer locally.