Assessment criteria

This workbook describes a step-by-step process for developing an evaluation strategy for municipal workplace literacy programs. The approach is based on collaboration and on-going assessment. The workbook describes how to prepare for the evaluation, how to plan the evaluation, and how to carry it out.

The aim of this project was to compile what has been learned about building accountability systems in adult literacy in British Columbia, Ontario and Scotland. The findings are presented in three sections: dealing with systemic issues, how accountability mechanisms should be designed, and working with data. Wherever possible the findings reflect all three jurisdictions and focus on common concerns.

This study examines dual credits and the extent to which they ease the transition to post-secondary for adult learners in Manitoba. The study focuses specifically on the dual credit enrolment of adult learners in a Manitoba adult learning centre.

The data that were gathered in an international 2007 study led by OECD on the recognition of non-formal and informal learning suggested that the PLAR activity level in Canadian post-secondary institutions might be higher than previously thought, and that Canada’s performance may compare favourably with the efforts of other countries, particularly in terms of the number of assessments conducted.

Benchmarks are points of reference that serve as a basis for evaluation or comparison. The Saskatchewan Literacy Network and Saskatchewan Advanced Education and Employment, recognizing the need for literacy benchmarks in their province, developed the Saskatchewan Adult Literacy Benchmarks Levels 1 and 2.