CLO's Lifelong Learning for Literacy Practitioners - Core Skills - Common Skills for Literacy Practitioners

Core Skills

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
1. 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)
2. 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.
3. 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.
4. Provincial core quality standards and evaluation requirements and procedures.
5. 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).
6. Recording and reporting procedures for assessment and course/program evaluation.
Awareness
1. Special needs and appropriate methods for assessment, resources and referrals.
2. Different learning styles, assessment strategies for accommodating them.
3. 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.
4. Employability skills. Commonly used sources for these literacy and numeracy requirements.
5. 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.


Introduction Core Skills Common Skills for Literacy Practitioners Sector-Specific Entry-Level Skills Deaf, Francophone and Native Literacy Streams Emergent Skills Conclusion Required Education and Experience Self-Assessment Tool Training Opportunities Resources	Core Skills 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. Awareness 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. Next page Previous page Top of page
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