Assessment

This project was prompted by another initiative of the Deaf Literacy Initiative (DLI), an umbrella organization that provides training, research, networking and resources to the deaf and deaf/blind literacy community in Ontario.

This document was prepared as a background paper for a meeting of the Canadian Council of Directors of Apprenticeship in Ottawa in November 2001.

The goal of the project described in this document was to develop activities that would allow Literacy and Basic Skills (LBS) college practitioners to assess learners’ progress in math and in self-management and self-direction (SMSD).

The authors developed the activities based on information collected from surveys. The activities were then field-tested by 11 LBS college practitioners with more than 60 learners.

The goal of this project was to assess the outcomes of apprentices, and compare those outcomes with the outcomes of individuals who did not complete an apprenticeship; graduates of other college programs; and individuals who did not pursue any postsecondary training.

This document is a guide to the intake processes for Level 1 and Level 2 literacy programs. The author provides a guide for initial, ongoing and exit assessment processes; an exploration of the phases of assessment; an outline of the strengths and limitations of various types of assessment tools; guidelines for using a portfolio as an assessment tool; and suggestions for things to consider in selecting assessment tools.

This document deals with the gaps and challenges faced by literacy programs, services and organizations in the Ontario city of Peterborough.

The authors found that the majority of the participants in the study cited lack of funding as a major gap, one that tended to overlap with other gaps and make them worse.

This document offers a capsule summary of basic skills training and the workplace.

The authors of this document set out the standards for evaluating the success of Aboriginal language programs, then apply those standards to a specific program.

The authors note that Aboriginal learning has three foundational themes based on place, spirit and Aboriginal language that form the base of indigenous knowledge. Promising practices in Aboriginal languages must address the three foundational themes.

This document outlines two sets of agreements: the Common Assessment; and the Information and Referral Agreements. Agencies that are members of the Central, East, West, and York Local Literacy Committees in Toronto and the York region of Ontario accept these two sets of agreements.

Anyone working with numbers in the workplace typically finds them embedded in a lot of spoken or written text. Explanation, elaboration and analysis of the numbers, for example, are frequently presented along with the numbers. There is a language challenge, then, that needs to be considered in numeracy tasks.