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Taylor, MauriceLiteracy Portfolio Assessment: A Resource forLiteracy Workers.Ottawa Univ. (Ontario). Faculty of Education.National Literacy Secretariat, Ottawa (Ontario).Jun 9472p.

Guides Non-Classroom Use (055) Te.sts/EvaluationInstruments (160)

MF01/PC03 Plus Postage.Academic Achievement; Adult Basic Education; AdultLiteracy; Evaluation Methods; Foreign Countries;Informal Assessment; *Literacy Education; *Portfolios(Background Materials); Program Effectiveness;Program Evaluation; *Student Evaluation; StudentImprovement; Student Records; Writing EvaluationAlternative Assessment; Canada; *PortfolioApproach

This resource document provides general informationabout literacy portfolio assessment, guidelilles on using thetechnique, and a format for getting started. The first p,rt discussestesting and assessment in adult literacy and basic education,alternative assessment, and literacy portfolios. The second partcontains a list of questions and steps to guide an instructor intoportfolio assessment. Actual tools and procedures .for helping alearner develop a literacy portfolio are provided. The tools aredivided into three phases. Early assessment (intake or start-upactivities) tools include the following: adult basic educationlearner information, goals list ind literacy inventory, screening andplacement interview, looking at one's own reading behavior,educational goals plan and progress record, and preattitudes of adultstudents. Ongoing assessment (in-class progress activities) tools areas follows: reading progress checklist; writing progress and processchecklists; weekly self-assessment; writing conference record;spelling self-test; book list; learning log; daily log; form forrecording; attendance and writings; monthly review; teacher's log;reading, personal, dialogue, and reading response journals; andli.stening progress. Looking back (end of the cycle, term, or programactivities) tools include the following: reading and writinginformation sheets, questions for program evaluation, using literacyto make change, progress checklist, post-attitudes of adult students,and program evaluation by students. Contains 26 references. (YLB)

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Reproductions supplied by EDRS are the best that can be madefrom the original document.

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A Resource

for Literacy

Workers

Partnershipsin LearningMaurice TaylorUniversity of OttawaFaculty of Educationiune 1994

Table of Contents

- a

*Jr

Literacy Portfolio Assessment

Introduction

Testing and Assessment in Adult

Literacy and Basic Education 2

Alternative Assessment 3

Methods and Means of

Alternative Assessment 4

Portfolio Assessment 7

What are the Strengths of Using

Literacy Portfolios? 8

What are the Limitations of Using

Literacy Portfolios? 9

Developing a Literacy Portfolio ii

Getting Started ii

Using Portfolio Assessment at

Different Stages of a Program 15

- Early Assessment 15

On-Going Assessment 16

Looking Back 17

Acknowledgement

Special appreciation and acknowledgement to the National Literacy

Secretariat, Human Resources Development, for their.encouragement

and their.generous financial support for this project.

4

LiteracyPortfolioAssessmentIntroductionRecently, the idea of using portfolios as an alterna-tive assessment technique in literacy programs hasbeen gaining some momentum in Canada. In an

effort to understand how portfoliosmigl.: be used, approximately 50instructors working in community-.

- based, institutional and workplace_I"A literacy programs were interviewed

in their milieu. These instructors, who ,

were from six very different regionsof the country, voiced their opinionsabout learner assessment, program

. evaluation and the potential use ofportfolios in literacy development.

The first thing instructors said wasthat they- needed some general information aboutportfolio assessment, along with some specificguidelines on using the technique and a format onhow to get started. That is the purpose of thisresource document. It consists of two parts. Thefirst part provides general information about testing,the alternative assessment movement and literacyportfolios. This is followed by a list of questionsand steps to help guide an instructor into portfolioassessment as well as an example of some of thetools and procedures that might be included in alearner portfolio. In this document a portfolio isdefined as a purposeful collection of a learner'swork that tells a story of the efforts, progress orachievement in a given area.

5

Testing and Assessment

in Adult Literacy and,

Basic Education

Anyone who has workedin the field of adult literacy andbasic education comes to realizethat assessment is critical. It tellsus what and how well somethinghas been learned. Historically, theuse of standardized tests was, andcontinues to be, the most commoninstrument of assessment in educa-tional settings including adult liter-

acy. Briefly, a standardized test is

a test administered under standardconditions so the scores reflect theskills being assessed and nothingelse. Two types of standardizedtests that have been frequentlyused in various kinds of literacyprograms are the norm-referencedtest and the criterion-referenced

test. A norm-referenced test is atest in which a learner's score iscompared to the scores of otherswho have taken the test. While acriterion-referenced test is a festin which a learner's score is com-pared to an absolute standardsuch as 80, 90, or 100 percentmastery of a domain of skill.

Although a subject of some con-troversy, standardized literacytesting still remains one of themost prevalent ways of obtaininginformation about the needs andcharatteristics of basic educationstudents and about the quality andimpact of programs.

Due to the ease of adminis-tration and scoring and the lackof viable alternatives, the use ofstandardized tests as a means ofevaluating adult literacy and basiceducation is still popular today.For example, in this project surveywhen literacy instructors wereasked what counted as progressin their programs, 58% reportedthat they used standardized tests,test scores or measures of compe-tencies and reading level gains.However, certain problems havealso arisen in using standardizedtests. Some believe these tests canmeasure program effectiveness;others disagree. As well, many

debates have focused on theinability of standardized tests todistinguish between various aspects

of language and culture as well astheir failure to reflect all learningthat has occurred in and out of theclassroom. But the most serious

6

impediment is the inconsistencyin interpreting the test results.

As Venezky (1992) points

out, standardized tests are inade-quate for adults because they donot measure how new skills areused by adults. In fact they don't,and can't, measure all new skillsacquired in basic education. Thesetests simply measure some of thecognitive skills such as readingcomprehension and computationability. Countless reports have alsomentioned the difficulties that adultlearners encounter when theyundergo testing. They are botheredby feelings of anxiety, degradation,

insecurity, uncertainty, anc:1 intimi-

dation (Robishaw, 1992). They areoften reminded of earlier schooldays when comparison of testresults spelled embarrassment andloss of dignity.

As well, adult literacy

students experience similar sensa-tions when grade level equivalentsare assigned to them. This processcan be demeaning and is oftenmisunderstood and misinterpretedby the student and instructor.With the rapid pace of change,McCullough (1993) suggests that

grade levels are now irrelevant to

7

life styles and coping skills. Whenthe learning process becomes syn-onymous with the acquisition ofthe correct test answers, learningnot only loses much of its appealbut also much of its significance.Many literacy educators are nowasking why we can't integrateassessment with curriculum in amore meaningful way.

Alternative Assessment

The movement for alterna-tive methods of assessment hasevolved from the dissatisfaction ofboth instructors and learners withcurrent evaluation procedures. Alltypes of literacy stakeholders haveexpressed a desire for more mean-ingful appraisals and thus, a varietyof new approaches has emerged.As Robishaw explains "alternative

assessment is alternative becauseit provides choices that go beyondtraditional or standardized mea-surement" (1992, p.59).

In an effort to make assess-ment more responsive to the con-cerns of these stakeholders, manyprograms have developed alterna-tive evaluation methods. Whilesome of these competency-basedtests are commercially available,

others are program-based or"home grown" and are .quitenumerous (Auerbach, 1992).Checklists that provide a recordof the skills and competencies alearner has attained and true/falseor multiple choice tests that allowprograms to assess the knowledgedeveloped while in the programare common examples of program-based assessment. Another typeis the anecdotal evidence thatserves as examples of success.Such evidence is often gleanedfrom discussions with other adultswho interact with the literacylearners. A fourth example is thedaily or weekly charts that listlearner accomplishments or docu-

ment significant literacy eventsthat have taken place.

These new approaches areall based on several key principles.The most important one is thatassessment should measure thelearner's required and/or desiredoutcomes. In order to achieve this,it is fundamental that the assess-ment process be participatory. Inother words, the learner must be afull partner in the early assessment,

the ongoing assessment and theend of the program assessment.

Th!s participatory approachestablishes a direct relationshipbetween the instructor and thelearner. Together they plan theprogram, the pace, the type ofassessment, all based on a colla-borative effort, and always learner-centred. It is interesting to note thatwhen literacy instructors in thissurvey were asked if their assess-ment procedures were learner-centred 68% reported that theywere. Although learner-centredcan mean a multitude of things,for the survey respondents itmeant being self-directed, havingchoices, being able to self-evaluate,

taking responsibility and placingthe learner at the centre of theassessment procedure.

Methods and Means of

Alternative Assessment

Orw example of thisparticipatory approach that is welldocumented is the initial intakeinterview where students providean inventory of information. This

profile outlines previous experi-ence both professional and acade-mic, identifies aspirations andperceived needs, and exploresliteracy requirements. During

6

this interview the learner mightdescribe what kinds of practicesor strategies seem best suited tohis/her learning style. Part of thisexchange may also include anattitude assessment, where thestudent reveals how he/she feelsabout education or lifelong learning.

An important factor indetermining alternative methods ofassessment is being aware of whatmotivates an individual to enroll inan adult literacy and basic educa-tion program. Learners have statedthat reasons for participationinclude educational advancement,

self-improvement, family responsi-bilities, community involvement,

and career advancement. Knowingwhich motivational factor hasinfluenced the student is essentialwhen choosing an appropriatemethod of evaluation.

Connected to this factor isthe type of program and agencysought by the learner. This alsoaffects which style of assessmentis best suited to measure progressand results. One alternative meansof gathering useful data about pro-grams includes regular discussionsor conferences with students whoprovide information about their

individually prescribed programs.

The learners express what theywant to learn, how they want tolearn it and how they want totrack results. This form of assess-

ment captures emotional, socialand psychological factors associ-

ated with the learning process.

Appraisal of progress isanother invaluable method. Thisqualitative mode of assessmentreveals learner strengths andidentifies areas which requireextra work. A progress report, forexample, provides an opportunityfor the student and instructor toreassess the curriculum, assign-

ments, and goals on an ongoingbasis. It also provides feedback toboth student and teacher regardingchanges in comprehension levels,writing ability, problem-solving

and so on. As Lytle (1988) pointsout, in this way, assessment

becomes a process of informing.In this survey, 56% of the instruc-

tors stated that they used mostlyqualitative information slid' asjournals and observations whenassessing learners or trainees andthat this information was collectedon an ongoing basis. Ongoingwas described in a range from

"after every lesson" to "formally

every three months."

Retrospective interviews

and summative evaluations, oftenin the form of reflective conversa-tions, constitute yet another meansof alternative assessment. Generally,

this kind of assessment is carriedout upon completion of a program.Learners are asked to identify anddiscuss the knowledge and skillsthey have acquired since theybegan in the program. This is usu-ally in an informal, relaxed setting.Student self-evaluation and peerinterviews are other tools used ina summative evaluation process.

The quest for alternativeforms of assessment has alreadybeen met with some success inworkplace literacy programs.Askov (1993) suggests that becauseeach stakeholder in the workplaceprogram has a different interest,different assessment methods arenecessary for each client. Forexample, the learner-client goalsmay be assessed through a confi-dential conference; the union-clientinterested in a form of evaluationthat focuses on the welfare anddevelopment of the worker, mayuse attitude assessments; and the

management-client wanting toupgrade workers' skills to increaseproduction and performance, mayuse curriculum-based assessments.

On this same point, basedon the results of this projectsurvey it would seem that manyinstructors in community-based,instititutional and workplace liter-acy programs across Canada arealready experimenting with variousforms of alternative assessment

procedures. Eighty-seven percentof the respondents stated thatthey have used at least one of thefollowing Procedures in their pro-grams: oral interviews; collections

of students' work; observation ofclassroom interactions; teacherprogress reports; student reports;and the ability to use literacy skillsoutside the classroom.

In summing up thealternative assessment movement,

one might say that it is rootedin the search for assessment

approaches that reflect and canaccount for what is happening inlearner-centred programs. Theseapproaches are often multi-dimen-sional or multi-purpose and always

participatory. As one respondentin the survey said. "alternative

1 0

assessment is all about how toassess, document and be account-able, while being true to beliefsabout literacy development."

Portfolio Assessment

Portfolio assessment is

another alternative to the moretraditional methods of evaluation.The term "portfolio" is borrowedfrom the art world where it isused to describe the large leathervalise which houses samples ofan artist's work.

Very simply, a portfolio is

a collection of works belonging

to a student. The collection is asmorgasbord. In literacy education,

it can include samples of work

gathered over time, reading pro-files, progress reports, teachers'comments, drafts, self-evaluation

notes, and so on. Portfolios alsocan include examples of literacy

practices outside of school, suchas copies of driver's licences,

copies of the title pages of booksthat parents read to the children,copies of letters written to friendsand family, and examples of math,

reading and writing done inchurch, community meetingsor on the job (Fingeret, 1993).

0 1 I

In other words, a portfoliois an assembly of works reflectingstudent effort, progress andachievements, experiences, knowl-edge and skills acquired, whichhave been monitored over time. Itis a dossier or collection of mater-ial which provides a synthesis of astudent's personal history and per-sonal goals (Council of Regentsfor Colleges of Applied Arts andTechnology, 1992, p. 15).

As Lytle (1989) suggests,

each person's literdcy is by defini-tion unique and dynamic. Agree-ment with this tenet leads to therealization that no one test couldpossibly satisfy the varied needsof students, and thus it becamenecessary to look for a way torespond to each person's individu-ality. Paulson, Paulson & Meyer

(1993) sum it up nicely when theywrite that portfolios are as variedas the students who create them.The most fundamental element ofportfolios is that they are learner-centred. Portfolios are molded

around the student. A true portfoliostresses the student's participationand ownership.

Ownership leads toempowerment which in turn

translates into control of learning.Portfolios focus on a co-operative,shared approach to learning byinsisting that the learner share inthe partnership of his or her learn-ing. Weinbaum (1992) notes that

portfolios can be a vehicle for-empowering students and refers tothe inclusion of contractual agree-ments which the students authorand honour. The teacher thenbecomes the facilitator. The key toa successful portfolio is the activeinvolvement of the learner.

Portfolios provide insightinto who the learner is. Theygather valid information about

what and how students learn. Inshort, portfolios are stories aboutthe student, tales which providelearners with opportunities toassess what they have learned.Palmer-Wolf (1989) points out that

traditional assessment has histori-cally prevented the learner fromaccepting responsibility for his orher own evaluation, discouraged

learners from contributing their

full range of experiences andknowledge, diverted acceptance ofthe notion that several attemptsare often required before objectives

are obtained, and failed to under-line the importance of effort andself-development.

In a word or two, Fingeret(1994) describes this method ofassessment as a process in whicha portfolio is created and assessed.Students examine a larger collec-tion of materials and choose somefor their portfolios according toa set of criteria. These are thenassessed for progress by both thestudent and the instructor, whoexamine the process of learning aswell as the products. In this way,students develop new insights intotheir learning, new skills and newattitudes about learning.

What are the Strengths of Using

Literacy Portfolios?

The portfolio system ofevaluation provides information toteachers, students, and educationalorganizations. These dossiers arelike a continuum which chartsindividual growth and progress.Portfolios are individually adapt-able, flexible and comprehensive.

The process of establishinga personal literacy portfolio helpslearners in setting goals and

1 2

reviewing them. They also learn toconsider possibilities and to makechoices using critical thinking andproblem-solving skills. These skills

are evidenced, for example, whenstudents examine what criteriashould be established for inclu-sion, and when they re-draft theirwork several times as they over-come literacy hurdles. Arter andSpandel (1992) point out that theprocess of selecting work providesopportunities for students to ana-lyze their work and to determinewhy specific items should beincluded.

Encouraging analysis ofone's work through self-reflectionadds an important dimension toliteracy instruction. This process ofself-reflection can lead to recogni-tion and acknowledgement ofprogress and improvement whichresults in superior performanceand increased positive self-esteem.

Increased confidence becomes akey motivator.

Also, attention is shiftedaway from grades. The focal pointbecomes improvement. Studentscan become more co-operativewith one another and more inde-

1 3

pendent as learners. Anotherstrong point in favour of portfoliosis that this type of assessment canhelp to establish minimum stan-dards. Greater care is taken whenevaluating papers and teachershave more opportunities to be per-ceived as a "coach", or a "helper".

Finally, a key value of port-.folios is that they allow instruction

and evaluation to be "woventogether" (Paulson, Paulson &Meyer, 1993, p. 60). Perhaps thegreatest benefit of. using this formof assessment is the resultingincrease in dialogue between stu-dent and teacher. With improvedcommunication and consultation,opportunities for growth prevail.

What are the Limitations of

Using Literacy Portfolios?

The use of literacy portfolios

does have drawbacfcs. Sometimes

the intent of portfolio use is notalways the same as the outcome.In other words, portfolios can bemisleading if not properly planned,designed, !developed and inter-preted (Arter & Spandel, 1992).

For example, a portfolio may notalways reflect what a studentknows; conclusions may be too

subjective and the contents maynot adequately represent thelearner. There also exists a percep-tion that portfolio assessment isnot authentic, that it is seen asadditional to real classroominstruction.

Inconsistencies and inter-

pretation differences remain prob-lematic. However, as suggested inthe public school literature thismay be symptomatic of inadequatetraining for teachers and adminis-trators. As Smit, Kolonosky and

Seltzer (1991) point out, inconsis-tent application of standards mayalso lead to confusion over whatconstitutes minor vs major errorsin grammar, punctuation and the"mechanics" of writing. In a similar

vein, differences in expectationsbetween the instructor and theinstitution or funding agency mayoccur when grades, levels or testresults are required.

Another difficulty lies in

the responsibility and freedominherent in using portfolios. Somestudents perform better whenparameters are well defined. Forexample, some students preferdeadlines and length limits. Inaddition, some students haire

indicated that they have a hardtime not knowing where theystand. Grades are often motivatingfor some students and portfolioscan have a negative influence onmotivation (McClelland, 1992).

Another significant problem

is the time involved developingand implementing a portfolio sys-tem. Time is required to establishgoals and selection criteria, developprocedures and practices, confer-ences with learners, record obser-vations and so on. This is magnified

when the teacher is a novice port-folio user. Students may also feeladditionally burdened by the timerequired for the numerous rewrites.On the other hand, instructors mayfind it difficult to devise a schemefor translating portfolio contentinto achievement or in some casesa grade may be required.

In summary, literacy portfo-

lios can be beneficial to many par-ticipants in the educational setting

the learner and his or her family,the instructor and the program co-ordinator. When choosing portfolioassessment as a method of evalua-tion an important consideration isits purpose. The function of theportfolio affects its design, content

14

and interpretation. As discussedin the next section, portfolios alsorequire planning.

Developing a

Literacy Portfolio

As previously mentioned,

when literacy instructors wereasked what information theyneeded in order to get startedusing portfolios, the overwhelmingresponse was a set of guidelinesand a sample or format for devel-oping a portfolio. In the followingsection of this resource two impor-tant steps are described in devel-oping a literacy portfolio. The firststep is called "Getting Started".This step is actually a self-reflec-tion guide. Since portfolio assess-ment reflects a particular approachto literacy work, it is important foran instructor to find a comfortlevel with this alternative method.In other words, the first step is theprocess for determining how aninstructor fits into the approach.The second step is called "UsingPortfolio Assessment at Different

Stages of a Program". This is more

the mechanics of the method. Three-

phases of assessment that can be

15

useful when developing a portfolioare described with accompanyingtools and procedures.

Getting Started

One approach to gettingstarted with portfolio assessment isthrough a reflection and decision-making process on beliefs aboutliteracy and how beliefs affect aninstructor's vrork with students.This exercise is important and willgreatly help the practitioner inunderstanding the many dimen-sions of literacy portfolio develop-ment. Fingeret (1993) suggests thatthere are four major periods orareas of reflection and decision-making. These periods occurbefore, during, and after imple-mentation and are discussedbelow in a checklist question for-mat. Taking the time now to workthrough these questions willincrease instructor effectivenesswhen starting a literacy portfoliowith a learner. The reader willnote that in STAGE 1 if portfolioassessment is not consistent withyour approach to instruction andassessment then there may not beany need to continue reading theresource.

Stage I

Decide whether portfolio assessment

is consistent with your approach toinstruction and assessment.

Clarify your beliefs about literacyand their relationship to how youwork with students.

What do you believe arethe purposes of literacyeducation and literacydevelopment?

How committed are you tohelping students move intoincreasing positions ofpower in relation to theirown learning?

How will you know whenadults are learning?

Clarify the purposes of assessmentand the relationship betweenassessment and instruction.

In your opinion are instruc-

tion and assessment philo-sophically consistent?

What are your views onwhole language, learner-centred and participatoryapproaches to instruction?

g

How will portfolio assess-ment help in examiningboth individual and groupdevelopment of literacypractices?

Stage 2

Plan portfolio assessment.

Decide the areas in which youare going to implement portfolioassessment, and the types ofmaterials you and the learnerswill collect.

Will you focus only onwriting or math?

Will you focus only on theliteracy practices in learners'daily lives?

What is the range of thingsthat can be collected in thefile folders that will helpyou examine progress orthe initial skill sets?

Deci,-2._ on a schedule for

developing portfolios.

Will you introduce portfolioassessment at the beginningof the term or instruction?

How will you integrateassessment activities likejourna! writing and

C

maintaining teacherobservation notes into theinstructional process?

Will student materials beselected for the portfolio atthe end of the semester orthroughout the term?

Decide on criteria for choosingsamples of materials to put intothe portfolio.

How will you help learnersdevelop criteria for choos-ing materials?

How do the criteria relateto the curriculum?

How do the criteria relateto the learners' goals?

Develop a process for movingmaterials into the portfolio.

Will learners reflect on theirwork individually or in

teams to apply their criteriaand develop their portfolios?

Will learners write anoverview explaining theirchoices for choosing theportfolio contents or a noteaccompanying each piece?

Will you suggest an individ-ual instructor-learner confer-

ence to assess the portfolio?

17

Develop criteria and a process forassessing portfolios.

Will earlier lists of goals orcontracts be used in assess-ing the portfolio?

How do the criteria examinespecific achievements, gen-eral progress and process?

What role will the learners'reflections and your reflec-tions play in the assessment?

Stage 3

Implement Portfolio Assessment

Introduce the concept to yourlearners at the beginning ofinstruction.

How will you introduce theidea into the orientationsession for learners?

How will you explain to thelearners why you are askingthem to try this new assess-ment procedure?

What specific things and

general things aboutportfolio assessment willyou mention?

Create the file folders.

Will the file folders containdrafts as well as finishedproducts of work?

Will the file folders containevidence of new literacypractices?

Will the file folders containreflections on the processof reading and writing orother literacy developments?

Develop criteria for movingmaterials from the file folders tothe portfolio.

If learners are going todevelop portfolios thatreflect their "best work",what does "best" meanto them?

How do learners translate"best" into criteria for

choosing pieces from theirfile folders?

Have you allowed enoughtime for learners to choosetheir portfolio pieces andto reflect on their work?

Assess the portfolio.

How will the criteria forassessment be negotiatedbetween you and thelearner?

How do the criteria relateto the curriculum and to thelearners' goals?

Will you write a narrativeevaluation about progressor pt ocess?

Stage 4

Evaluate the process and revise it

for future use.

What kind of experiencehas this been for you?

To what extent were yourgoals for assessment metthrough this process?

How will you involvethe learners in evaluatingthe process?

What recommendationswill you make for changingthe process the next time?

To what extent were otherplayers such as program co-ordinators or administratorsable to use the assessmentinformation?

18

literacy in their daily lives, suchas at work, at home or in thecommunity. Also during the earlyassessment phase some gauge ofliteracy proficiency is measured.This information is often used indie development of a learningplan or contract. The reader willfind the following tools in thesample portfolio:

Adult Basic Education

Learner Information

Goals List and LiteracyInventory

Screening and PlacementInterview

Looking at Your Own

Reading Behaviour

Educational Goals Plan andProgress Record

40 Pre-attitudes of Adult

Students

Ongoing Assessment

Progress assessments are

designed to show changes in theways learners are using literacy.The various tools and proceduresillustrated in this second assess-ment phase seek information onhow learners use literacy to

explore and express ideas, solveproblems, or effect changes intheir lives. Progress assessmentsare often used in formative evalua-tions to provi1/4'" learners and

instructors information that canhelp improve program servicesand literacy classes. The types oftools which can be found in thesample portfolio include:

4.' Reading Progress Checklist

.44 Writing Progress Checklist

Writing Process Checklist

Weekly Self-Assessment

Writing Conference Record

Spelling Self-Test

o Book List

Learning Log

Daily Log

Form for Recording

Attendance and Writings

Monthly Review

Teacher's Log: Observationsand Reflections

Reading Journals

Personal Journals

Dialogue Journals

Reading Response Journals

Listening Progress

8 19

Using Portfolio Assessment at

Different Stages of a Program

In this second step, thereader will find some actual toolsand procedures for helping alearner develop a literacy portfolio.These tools could be consideredas a possible format for a Portfolio.Many of the examples presentedhere are ways of encouraginglearner participation in evaluatingthe contents of a portfolio as wellas instructor aids for documentinglearner progress. At the same time

some of these tools can serve asthe actual contents for the learners!portfolio. The examples chosenfor this resource were those mostfrequently rated as being usefulby instructors during the projectinterviews.

Key to successful use ofportfolio assessment with adultsis the active involvement of thelearner through each step of theprocess from determining port-

folio contents through decidingprocedures for evaluating thesecollections. Since many of thetools presented here have beentaken from a wide range of pro-grams, it is important to see the

examples with the potential formodification within your owncontext. Please copy, adapt ormodify any of the materials ifthey are useful. Acknowledgementof the countless people andprograms who shared theirapproaches to portfolio assessmentcan be found in the back of theresource document.

Practitioners who have

been using this alternative assess-ment technique have found ithelpful to view assessment in threephases Early Assessment (intakeor start up activities), OngoingAssessment (in class progressactivities), and Looking Back (endof the cycle, term or programactivities). The following sample

format of a portfolio is also orga-nized in three assessment phases.

Early Assessment

Intake assessments aredesigned to elicit information

regarding learners' needs, goalsand prior educational backgrounds,including previous experiencewith both schooling and the worldof work. Intake increasinglyincludes information on how,where and why learners are using

Looking Back

Performance reviews orsummative evaluations are carriedout during the end of a programor term and include informationabout how learners are makingchanges in their lives. They alsoprovide evidence of program suc-cess and show where a learnermay need additional developmentor support. In this third phase ofassessment, tools that could beused in a sample portfolio are:

Reading Information Sheet

Writing Information Sheet

Questions for ProgramEvaluation

Using Literacy to Make

Change

Progress Checklist

Post-attitudes of Adult

Students

Program Evaluation byStudents

21

Phase IEarlyAssessment

a

11*

Nor-

NNW

22BEST COPY AVAILABLE

Literacy

Portfolio

Assessment

Adult Basic EducationLearner Information

Interview date m/d/y If you quit school, why did you quit?

Recommended placement

Teacher

Last name What is your reason for returning to school?

First name

Address

Postal Code Currently employed?

Phone ( ) ( ) Full-time Where?

Male ( ) Female

Birthdate m/c1/y C ) Part-time Where?

First language

Language spoken at home

Birthplace

Number of years in Canada

Number of children at home

Last school attended (name and location)

( )

) No

Work experience

What are your educational goals?

What are your work/career goals?

Final grade completed and year

( ) Basic Are you sponsored by a social service agency?

( ) General ( ) No

( ) Advanced C ) Yes Which one?

( ) Commercial

( ) Technical

( ) Vocational Worker's name

( ) Other

What did you like best about school?

Least2

23

Phone ( )

How did you find out about this program?

Writing Sample,

Write as much as you can and take as long as you need to. You don't haveto fill up the page, but you can if you want to. Don't worry about spellingor handwriting. Just write what you want to say. You can write about any-thing you want to. If you can't think of a topic here are some examples.

1. A note telling your child's teacher that he or she is sickand cannot come to school.

2. Phone message for your wife/husband/friend.

3. A post card to a friend while you are on a trip.

4. A letter to your landlord complaining about something.

5. A typical work memo.

24

Reading Sample

Choose a reading passage

Reading sample title

What was this passage about?

Was this easy or difficult for you to read?

If a second selection is made, ask the same questions

Is th'ere anything you did while you were reading to help you in trying tounderstand this passage?

2 5

Goals Listand Literacy InventoryName:

Personal

Date: m/d/y

Coals:

Can Do Work On No

1. Read/write address ( ) ( ) ( )

2. Write a shopping list ( ) ( ) )

3. Write cheques ( ) ( ) ( )4. Read bills ( ) ( ) ( )

5. Use the phone book ( ) ( ) ( )

6. Read a menu- ( ) ( ) ( )

7. Read/write recipes ( ) ( )

8. Take Ihe driver's test ( ) ( ) ( )9. Read leases or contracts ( ) ( ) ( )

10. Read/write letters or notes ( ) ( ) ( )

11. Improve math skills ( ) ( ) C )

12. Learn to use a computer ( ) ( ) ( )

13. Read a newspaper (what parts?)

( ) ( )

( ) ( ) ( )14. Read magazines (which ones?)

( ) )

( ) ( )15. Read labels & signs ( ) (___) ( )

16. Read maps & write directions ( ) ( ) ( )

17. Cursive writing ( ) ( ) ()18. Improve printing ( ) ( )C )

19. Write your life story ( ) ( ) ( )20. Write short stories/poems ( ) ( ) ( )

Goals Listand Literacy Inventory

Can Do Work On No

1. Read to children ( ) ( ) ( )

2. Help children with homework ( ) ) C )

3. Read/write notes to children'sschool ( ) ( ) ( )

4. Read/write names of family ( ) ( ) C )

Community:

1. Church reading ( ) ( ) ( )

2. Voting registration/info ( ) ( )

3. Find out more about how thegovernment works ( ) ( ) ( )

4. Join a group to solve a problem ( ) ( ) ( )

Work:

1. Fill out job applications ( ) ( ) ( )

2. Write resumes & cover letters ( ) ( ) ( )

3. Read/write telephone messages C ) ( ) ( )

4. Read/write job instructions ( ) ( ) ( )

5.,

Read to learn about other jobs C ) ( ) ( )

Goals Listand Literacy InventoryEducation:

Check only if you are interested in these educational goals.( )

1. Attend a job training program (what kind?)( )

2. Attend classes to learn something new( )

(crafts, self-improvement)

3. Pass a work-related test (what type of test?)( )

4. Study for a grade 12 certificate)

5. Other:( )

* Can you think of any other goals you have that aren't on this list?

Of all the goals we've talked about, what are 2 or 3 that are the most important to you right

now?

1.

2.

3.

Screening PlacementInterviewName: Interviewer:

Date: m/d/y

1. What is your most important reason for wanting to learn to read andwrite better?

2. What are some things that you want to do that being able to read andwrite better will help you to do?

3. Do you have any children or grandchildren in your life? If so, are they ofschool age? What are their ages and grades in school?

4. Do you have a job now? If so, what kind of work do you do? If not,what kinds of jobs have you had? Do you need to use reading and writingat work?

5. Do you do any reading on your own now? Do you read at home, in stores,at work, on the street? If so, what kinds of things do you read? (Examples:TV schedule, mail, newspapers, children's books, labels, street signs...)

Screening PlacementInterview6. Do you do any writing on your own now? If so, what kinds of things doyou write? (Examples: your name, forms, shopping lists, cheques or moneyorders, letters and notes...)

7. Tell me something about your school years; where did you grow up? Didyou go to school there? What was it like for you? What grade did you finish?

a. (For non-native speakers of English and immigrants) What is your firstlanguage? When did you come to Canada? Did you have the chance to goto school in your native country? If so, how many years? Do you readand write your first language?

8. Have you ever been to classes for adult education before? If so, whereand when? What was it like for you?

9. Have you ever used a computer before? How do you feel about learningsomething about using computers?

Screening 8 PlacementInterview10. Some adults really want to come to class and improve their reading andwriting, but find that things get in their way. Some of the things that comeup are: problems with transportation, childcare, having to take care of otherpeople in their families when they are sick or need them, getting sick a lot,having problems with drugs or drinking, too much going on at home, work-ing long hours... What kinds of things do you think might make it hard foryou to come to study and get to class?

a. What do you think you could do to make it easier for yourself tostudy and get to all of the classes?

b. What can we do to make it easier for you to study and come to all ofthe classes? Examples: help figure out a bus route, find information onchildcare providers, fill out forms...

31

Looking at Your OwnReading Behaviour1. Do you understand most of what you read in class in reading groups?

2. Do you participate in discussions and ask questions about what you readin class if you don't understand?

3. Do you try to predict what's coming when you read by looking at thetitle, pictures, or thinking about what you already know about the subjectyou're reading about?

4. Do you ever figure out a word you're not sure of by reading the wordsaround it and guessing what word would make sense?

5. When you read something, do you ever think about how it connects toyour own life or to things you know?

6. Do you ask yourself questions about what you read?

7. Do you read outside of class? (If so, what kinds of things, how oftenand when?)

8. What are your biggest problems as a reader?

9. What are your strengths when it comes to reading?

Educational Goals Planand Progress RecordStudent

Date enrolled Class

Initial planning session: Date micify Teacher

Long-range educational goals:

Long-range employment goals:

Student: Teacher

33

Pre-attitudes ofAdult StudentsName: Date: midiy

1. How sure do you feel about being able to 6. How do you learn best? By working

succeed in this program at this time?

) very sure ( ) unsure

( )

(

sure ( ) don't know

not so sure

2. How do you feel about taking the literacy

training?'

) very good (_) not so good

( ) good

( . ) ok

( ) bad

3. How .do you feel about attending class?

very good ( ) not so good

( ) good ( ) bad

ok

4. Have you ever used a computer?

( ) yes no

5. How do you feel about reading books for

learning?

( ) very good ( ) not so good

good ( ) bad

( ) ok

( )

34

( ) alone

( ) with oneother person

( ) in a small group

( ) in a class

( ) some of each

7. How do your fellow workers feel about your

taking this training?

( ) very good ( ) not so good

C___) good ( ) bad

ok

8. How do your family members feel about your

taking this program?

( ) very good ( ) not so good

( ) good ( ) bad

ok( )

9. What do you want to get out of this training?

Mark-all that apply.

) learn to read better

( ) learn to write better

( ) keep my job

( ) be a better worker

( ) get a better job

please my family( )

a ase i ar y ssessmertPre-attitudes ofAdult Students10. Check which of the following things will be

hard for you.

( ) reading ( ) using the computer

) writing ( ) attending class

( ) math ( ) remembering whatI learned

11. Check which of the following things will be

most helpful to you.

( ) reading

( ) writing

( ) math

( ) using the computer

) attending class

remembering whatI learned

( )

12. How do you usually feel about yourself?

very good

( ) good

ok

(__) not so good

( ) bad

13. What are your chances of getting a better

job in the next few years?

( ) very good

( ) good

ok

) not so good

> bad

35

Phase IIOngoingAssessment

Ik1

411117.-

.10

.411111.-\Literacy

_14_Portfolio

36

Assessment

Reading ProgressChecklistReader: Teacher: Date: nild/y

1. Seems to understand in-class readings

2. Reports understanding readingoutside of class

2J. Participates in pre-reading &post-reading discussions

4. Connects reading with ownexperience/knowledge andquestions what is read

5. Participates in group activitiesdesigned to develop reading strategies

6. Understands that gaining meaningis the purpose of reading

7. Uses prediction to make sense of text

8. Willing to guess at unfamiliar words

9. Uses context to guess at unfamiliarwords & make sense of text

10. Uses prior knowledge of subject tomake sense of text

11. Changes approach to readingdepending on the type of text

12. Uses graphophonic cues appropriately

Comments:

ase 2 ar y ssessmertWriting ProgressChecklistName: Date: m/d/y

[Al Process:

1. Generates languageexperience stories

2. Able to select topics to writeabout

3. Willing to try to put wordson paper

4. Develops a topic with details

5. Able to use writing for avariety of purposes

6. Willing to revise

7. Using feedback from othersto revise

8. Writes entries in dialoguejournal

9. Writes entries in learning log

10. Willing to share some pieceswith others

11. Gaining confidence in self asa writer

Comments/Observations:

Can Needs NotDo Work Evident

N/A

)

)

) )

)

36

Writing ProgressZhecklist

Can Needs NotDo Work Evident

IBI Handwriting:

N/A

1. Prints upper case lower case ( ) ( ) ( ( )

2. Leaves spaces between words ( ) ( ) ( ) ( )

3. Optional Competency: writescursive ( ) ( ) ( ) ( )

[C] Spelling:

1. Willing to use invented spelling

2. Uses personal word dictionaryto improve spelling and recordsight words

3. Uses word lists/dictionary/thesaurus to check spellingduring editing phase

4. Writes letter(s) that representconsonant sounds

5. Writes letters that representdigraphs and blends.

6. Writes letter(s) that representlong vowel sounds:

a) Uses a_e, ay, ai, to makelong a sound

b) Uses ee, ea, to make longe sound

c) Uses i_e, igh, y, to make

41, long i sound

( ) ) ( ) )

)

( )

( )

Writing ProgressChecklist

Can Needs Not[C] Spelling (cont.): Do Work Evident

d) Uses o_e, oa, oe, ow,to make long o sound ( ) ( )

e) Use:: u_e, ue, to make long usound

N/A

7. Writes letters to represent shortvowel sounds

8. Applies the following spellingrules:

a) -ff, -11, -ss, -zz

b) -k or -ck, -ch or tch, -ge or dge

9. Uses "to, too, and two" correctly

10. Uses "there, their, they're"correctly

11. Other homonyms used correctly(list diem):

12. Note any spelling error patternsobserved:

[DI Mechanics:

1. Proofreads first drafts

2. Writes in complete sentences

3. Uses end punctuation correctly

4. Uses editing symbols to reviseand edit personal writing

) ( ) )

( ) ( ) ( )

C ) C ) ( ) C )

C ) ( ) ( ) )

C ) ( ) ( ) )

( ) C ) C ) ( )

C ) ( ) C ) (

C) C ) ) )

C ) C ) C ) )

C ) C ) ) )

C ) ( ) ( ) C )

C ) C ) C ) C )

Writing ProgressChecklist

ID] Mechanics (Cont.):Can Needs Not

Do Work EvidentN/A

5. Uses capital letters to:

a) Begin a sentence ( ) ) ( ) ( )

b) Name people, places andspecial things ( ) ( ) ( ) ( )

c) Capitalize the major wordsin a tiile ( ) ( ) ( )

6. Uses commas to separate itemsin a list

7. Uses " " around the words

( ) ( ) ( ) ( )

people say out loud ( ) ( ) ( ) ( )

8. Goes down to a new line andindents when beginning a newparagraph ( ) ( ) ( )

9. Uses an apostrophe -to showpossession ( ) ( ) ( ) )

10. Uses an apostrophe to make acontraction ( ) ( ) )

11. Uses verbs in the correct tense ( ) ( ) ( ) ( )

12. Note any other skills writerhas developed:

41

Writing ProcessChecklistName:

(V)

Title:

Check off each item on the list after you do it.

1. ( ) After you write your first draft, read it over to yourself.

2. ( ) Make any changes you think are needed.

3. Read your piece to someone else so they can help you revise.( )

4. Make any changes you think are needed to make your piececlearer.

( )

5. Read the piece over again yourself, this time to look for thingsyou need to edit.

( ) Is your story in the order that you want it to be?

( ) Do you have complete sentences?

Do you have capital letters where you need them?

() Do you have the punctuation you need? (.) (?)

Write the words you want to check the spelling of here:

)

6. Read the piece to someone else and use an Editing Checklist.( )

7. You may want to share the piece with others.( )

8. Make a final copy.( )

Aw 11_44_il

WeeklySelf-assessmentName: Week ending:

How many hours in class this week:

In Class

1. Now I understand 8. In class I wrote

2. I don't understand

3. In class this week I liked

4. In class this week I didn't like

5. Keep in

6. In class I spoke English to

7. In class I read

in English.

in English.

9. In class I need help with

Outside Class

1. This week I spoke English to

2. This week I listened to

speak English.

3. This week I read

in English.

4. This week I wrote

in English.

Writing ConferenceRecordWriter's' Name:

Title:

Skills Worke.d On:

Writing Conference Record

What: a form to keep track of what happens with an individual learner duringinformal writing conferences

Why: to maintain a cumulative, working record of skills worked on by each learner

HOW: teacher writes brief notes after writing conference or other significant interactionwith learner during writing time; form is stapled to learner's writing folders

When: each time teacher or tutor works with learner individually on particularwriting skills; cumulative records become part of learner's assessment portfolios

4 4

:',11411VM-A-V-Z.----*4-41E-T-3:41L

Spelling Self-test

Name: Date: m/d/y

Words from Personal

Dictionary/Writing: .Self-test

1. 1.

2. 2.

3.

^

3.

4. 4.

5. 5.

6. 6.

7. 7.

8. 8.

9. 9.

45

Book List

Name: Date: m/cVy

Book list

What: form for learners to keep track of books they read in and out of class; part ofassessment portfolio

Why: to show learners concrete evidence of accomplishment in reading; to hel:pteachers identify interests of readers to help make recommendations for other books

HOW: learner is encouraged to keep list in folder and add each title as s/he finishes book

When: ongoing

Napes of Books Read

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

4 6

Date Finished

Learning Log

Name: Date: micily

Something I learned this week:

Something I enjoyed this week:

Something I didn't like this week:

What I want to do next:

Acc

ompl

ishm

ents

Cro

up W

ork

(if

any)

Stud

ent

com

men

tsC

oals

for

next

tim

eT

each

er's

com

men

ts

Mon

.

Tue

s.

Wed

.

Thu

rs.

Fri.

48

51) 49

RecordingAttendance WritingsName: Class:

Instructor: Goal:

DateSessions

Attended $1(ories Written

50

Monthly Review

What I learned in the month of 19

What I learned in the month of 19

What I learned in the month of 19

Remember: Think of what you have learned in and out of class.

Teacher's Log:fib Observations Reflections

Learner/Date m/d/y

1. Student interactions

2. Emergence of new skills

3. Changes in self-concept

4. Changes in the affective domain

5. Progress with verbal language

6. Progress toward becoming an active learner

7. Major milestones

Reading Journals

Use

1. To get learners to generalize strategies and concepts to reading materials

2. To increase reading comprehension

3. To expose students to a variety of writing styles

4. To give putpose to reading

Activities

1. Summarizations

2. Predictions

3. Answering prompts

4. Comparing and contrasting books

5. Listing new vocabulary

6. DiaryResponse from teacher

7. Literary techniques listed

8. Personal viewpoints

9. Description of projects

10. Drawings

Personal Journals

Working through feelings

Working through the problem-solving process to develop solutions

Developing social skills

Recording important events

Points to Remember

1. Personal journals should be private.

2. They can be shared with others if the student agrees.

3. They should be used as the need arises.

4. Students can use ideas from the personal journal for writing projects.

54

Dialogue Journals

...simple yet powerful tools for developing learners' confidence and literacy skills;a great way for teachers and learners to get to know each other. Dialogue journalsare, as their name implies, a conversation on paper between two people.

The dialogue journals are a good place to start to think about what you'velearned during your time at the program. Read through your journal beforeyou answer these questions.

1. What do you notice when you read through your journal?

2. What chriges do you notice (in what you worked on, what you wrote,how you wrote or anything else)?

Now, take a step back from the journals and think more generally about theclass and what you've learned.

3. Were there things you wanted to achieve and didn't? If that happened,why do you think it happened?

4. What have you learned? This might be learning goals that you met orthings you learned that weren't even originally goals.

5. Do you notice any changes in yourself, in how you feel or how you act,in and out of class?

Reading ResponsejournalsWhat iS it? A journal in which you write the ideas you have as you read a book.

How do you write a response?

Think about the book you are reading.

Try to connect these ideas to your own life experience.

As you think, reflect and question, listen to yourself, and then write these ideasdown.

Write honestly If you don't understand the chapter that youare reading about, write that kind of a response.

As you write, try to discover YOUR OWN IDEAS.

Try starting out with ONE of these.

1. I began to think to...

2. I know the feeling...

3. I love the way...

4. I can't believe...

5. I can't really understand...

6. I realized...

7. I wonder why...

8. I noticed...

9. I was surprised...

10. I think...

11. If I were...

12. I'm not sure...

13. I agree with...

14. I disagree with...

How long should the response be?

You decide that as many or as few sentences as you need to respond. We willshare our journal entries with each other. Other students may be interestedin reading the same book too.

56

Listening Progress

1. Is the vocabulary new?

2. Is it difficult for you to guess the meaningof some of the new words?

3. How many times do you feel you need tolisten to a new passage/conversation?

4. After listening to the passage, can you brieflyparaphrase it?

5. Did the speaker go too fast for you to keepup with his/her pace?

6. Were the speakers just informing, or werethey also giving opinions (implicitly)?

7. Could you follow the conversation in asuccessful way? ( ) ( ) C ) ( ) ( )

Not

at all!

I 2 3

Almost

completely!

4 5

( ) ( ) ( ) ( ) ( )

( ) ( ) ( ) ( )

) C ) ( ) ) ( )

( ) ( ) ( ) ( ) )

( ) ( ) ( ) C ) ( )

C ) ( ) ( ) C ) C )

8. Were you able to understand most of thewords?

9. How did you do it?

a. guessing the meaning of unknown words?

b. guessing the meaning of words you didn'thear?

c. predicting according to the interpretationof the picture?

d. other?

10. How was the speed of the conversation?

Slow

Medium

Medium-Fast

Fast

5 7

( ) ) ( ) ( ) ( )

)( ) ( ) C. ) ( )

( ) ( ) ( ) ( ) C )

)( ) ( ) ( ) ( )

C ) C ) ( ) C ) ( )

( ) C ) ( ) C ) ( )

( ) ( ) ( ) ( ) )

( ) ( ) ( ) C ) ( )( ) C ) ( ) ) )

Phase III

...11:-_-"-

Looking Back

.411111

BEST COPY AVAILABLE

58

Literacy

Portfolio

Assessment

Reading InformationSheetName of what you read:

Author:

Description of what it was:

1. Why did you choose this sample for your portfolio?

2. Why did you decide to read this sample?

3. What kinds of things did you do to understand what you read?

4. What did reading it mean for you? Why was reading it important for you?Did you share it with someone else?

5. Have you made progress? How do you know?

6. What would you like to work on next?

Writing InformationSheet1. Why did you choose this sample for your portfolio?

2. Why did you decide to write this in the first place?

3. What kinds of things did you do to write this the way you did? Try todescribe all the steps you took to create it.

4. What do you think about the way it came out? Why? Did you do any-thing special with it?

5. Have you made progress? How do you know?

6. What would you like to work on next?

Questions forProgram Evaluation1. Are the classes meeting your needs?

2. Are the levels good?

3. Are there other classes you would like in the program? What classes?

4. Are the class times good for you? ( )Yes ( )No

Do you know people who would like classes in the morning?

( ) Yes (--) NoDo you know people who would like classes at night?

( ) Yes ( ) No

5. Sometimes students stop coming to classes? Why?

6. What can everyone (students and teachers) do to help students continueclasses?

7. In addition to classes we have child care, field trips, and some specialprojects. What other things would you like to see in the program?

Using Literacyto Make Change...using literacy to address real issues and to make changes in the social context

Examples Form of Action

Individual, PersonalInternal 41 gains in self-confidence

affective change

joining softball teambecoming active in coMmunity/school organizations

External

Literacy-related publishing writingreading work at public eventschanging uses of literacy in everyday lifeaffirming identity through use of first language

In Class determining curriculum content4. asserting preference for activities4. addressing issues of classroom dynamics (attendance, uneven

participation, use of Ll vs. L2, handling of personal information)rehearsing for outside actionclass publications or productions (photo stories, anthologies ofstudent writings)

In Site participating in evaluation/decision-makingparticipating in hiring

I. participating in advocacy activities

In Family 4. diversifying literacy usesIli changing dynamics around literacy (becoming independent of

children, gaining confidence in helping children)gaining pride in first language/culturereinforcing home culture and use of Ll

In Relation to School participating in school events4. advocating for child/children

In Relation to 111' joining community organizations or activities (parents' group,Immediate action to keep school open)Community taking on new responsibilities (helping others with literacy

tasks dealing with bureaucracy, etc.)strengthening community ties (e.g., through newsletter, networking)

In Broader participating in demonstrations on educationCommunity writing letters to the editor

writing letters to/petitioning officials

62

Progress Checklist

Name: Date: m/d/y

Personal, affective changes:feeling safe, feeling at easewilling to take riskslonger attention spanability to identify personal learning goalsability to address personal problemsother

Social changes in the classroom/among peers:

Before During End ofprogram program program

increased self-direction of learningincreased participationself-monitoring of participationability to help and support peersability to express opinion or disagreeability to take on new roles (leadership)ability to reflect on classroom dynamicsother

Social changes outside the classroom:participation in community activities,organizationsincreased responsibilitysocial networkingusing community resourcesassisting, supporting peersother

Changes in relation to children's schooling:more support at homemore contact with schooladvocacy on children's behalfparticipation in parent groupsother

Changes in writingmechanics (letter formation, spelling, etc.)length of written piecesability to generate ideasability to draft and reviseelaboration of ideasorganizationability to write analyticallyother

63

Progress Checklist

Changes in readingpredictingusing prior knowledgeAimming, previewingusing contextguessingsound/letter/word identificationawareness of strategiesability to relate reading topersonal experiencecritical readingother

Changes in oral language usecomprehensionability to ask for clarificationclarity of pronunciationimmediacy of responselength of utterancestaking the initiativetaking risksability to express opinionsability to question/challengeother

Metacognitive changesawareness of progress/goalsawareness of reading/writing processesability to monitor and choose strategiesability to ask for assistanceability to make choices about language useother

Changes in uses of literacyfunctional uses in specific contextsconsumer choiceemploymenthousingbanking/moneyhealth careusing literacy for personal expressionusing literacy in family interactionsusing literacy for learningusing literacy for advocacyincreased independence in literacy useusing literacy to understand social contextusing literacy to question and challengeother

64

Before During End ofprogram program program

Post-attitudes ofAdult StudentsName: Date: m/d/y

1. How did you feel about taking thisprogram training?

( ) very good ( ) not so good

) good ( ) bad

( ) ok

6. How did your fellow workers feelabout your taking this training?

) very good ( ) not so good

( ) good

( ) ok

( ) bad

2. How did you feel about attending 7. How did your family members feelclass? about your taking this training?

( ) very good

( ) good

( ) ok

( ) not so good

C ) bad

( ) very good ( ) not so good

) good

( ) ok

( ) bad

3. How did you feel about using the 8. What did you get out of this train-computer for learning?

( ) very good

( ) good

( ) ok

( ) not so good

( ) bad

4. How did you feel about readingbooks for learning?

( ) very good

) good

ok( )

(___) not so good

( > bad

5. How did you learn best? by work-ing:

) alone ( ) in a class

with one ( ) some of eachother person

( )

in a smallgroup

ing? Check all that apply.

( )

( )

ability to pass the exam

learned to read better

( ) learned to write better

more sure of keeping my job

will be a better worker

( ) will get a better job

( ) pleased my family

( )

9. Check which of the followingthings were hard for you. Check allthat apply.

( ) reading

( ) writing

math( )

( ) using the computer

( ) attending class

C ) remembering what I learned

Post-attitudes ofAdult Students10. Check which of the followingthings were most helpful to you.Check all that apply.

) reading

) writing

math)

) using the computer

)

)

attending class

remembering what I learned

11. How do you usually feel aboutyourself?

) very good ( ) not so good

) good ) bad

) ok

12. What are your chances of gettinga better job in the next few years?

very good ) not so good)

) good ) bad) ok

66

13. Do you have any other sugges-tions or comments that you would liketo give about this training?

Program Eva uationby StudentsClass Time

Teacher

1. How long have you been coming Mathto the program?

years months

2. We want to know how the programhas helped you. Check all the thingsyou learned in this program. Do notcheck the things you learned inanother place.

Reading

Did the program help you to under-stand what you read?

) yes ( ) noDid the program help you to read andunderstand a newspaper?

) yes ( ) noDid the program help you to enjoyreading?

( ) yes C ) no

Conversation

Did the program help you to commu-nicate in English?

( ) yes ( ) noDid the program help you to under-stand what you hear on the radio orTV?

41)) yes ( ) no

67

Did you have a math class here?

( ) yes ( ) no

Did the program help you learn tomanage your money?

( yes ( no

Did the program help you learn to fillout your income tax forms?

( ) yes ( no'

Did the program help you learn to esti-mate store bills?

( > yes ( no

Did the program help you to enjoydoing math?

) yes ) no

Did the program help you learn to usea calculator?

( ) yes ( > no

lobs

Do you have a job?

(__) yes ( ) no

Did your classes help you to get a job?

(---) yes ( ) no

Did your classes help you to get abetter job or a promotion?

( ) yes ( ) no

Pkograrn Evaluationby StudentsFamily

Do you have children?

( ) yes ( ) no

Did your classes help you to help youTchildren with homework?

( yes ( ) noDid your classes help you to read toyour children?

( ) yes ( ) no

Community

Did the program help you to help .

other people in your family or commu-nity?

( yes ( ) no

Did the program help you to makefriends in school or outside?

( yes ( no

Did your classes help you to get a dri-ver's licence?

( yes ( .) no

Did the program help you to get alibrary card?

( yes ( ) no

Other

Did the program help you to feel moreconfident in yourself?

( ) yes no

Did you learn to use a computer here?

( ) yes ( no

68

Did you learn to type here?

( > yes ( no

3. What did you like best about theprogram?

4. What is not good about the program?How can we make the program better?

5. Do you have anything else to tell us?

References

4111._

Acknowledgements

4

Nab

141111

BEST COPY AVAILABLE

69

Literacy

Portfolio

Assessment

References

Arter, J., and Spandel, V. (1992). Using portfolios of studentwork. Educational Measurement: Issues and Practices, 36-42.

Askov, E. (1993). Approaches to assessment in workplaceliteracy programs: Meeting the needs of all the clients.Journal of Reading, 35(7), 550-554.

Auerbach, E. (1992). Making Meaning Making Change.Centre for Applied Linguistics, Delta Systems, Inc.

Beale, A. (1993). Are your students learning what you thinkyou're teaching them? Adult Learning, 4(4), 18-26.

Bridges-Bird, L. (1992). Classroom demonstrations. 7he WholeLanguage Catalog. New York: MacMillan, McGraw-Hill, 177-128.

Calfee, R., and Perfumo, P. (1993). Student portfolios:Opportunities for a revolution in assessment. Journal ofReading, 35, (7), 532-537.

Council of Regents' Prior Learning Assessment AdvisoryCommittee. (1992). Prior Learning Assessment: Enhancing theAccess of Adult Learners to Ontario Colleges. Toronto, Ontario.

Fingeret, A. (1993). It belongs to me: A guide to portfolioassessment in adult education programs. Literacy South,Durham, NC.

Fingeret, A. (1994). Portfolio assessment in adult literacyeducation. Mosaic: Research Notes on Literacy, 4(1), p. 9.

Hansen, J. (1992). Literacy portfolios emerge. The ReadingTeacher, 45(8), 604-607.

Jongsma, E., and Farr, R. (1993). A themed issue on literacyassessment. Journal of Reading, 35, (7), 516-517.

Lytle, S. (1988). From the inside out: Reinventing assessment.Focus on Basics, 2(1), 1-4.

Lytle, S., Belzer, A., Schultz, K., and Vannozi, M. (1989).Learner-centred literacy assessment: An evolving process.In A. Fingeret and P. Jurmo (Eds.) Participatory LiteracyEducation. San Francisco: Jossey-Bass Inc., 54-64.

MacGinitie, W.H. (1993). Some limits of assessment.Journal of Reading, 35, (7), 556-559.

70

McClelland, K. (1992). Portfolios: Solution to a problem. InP. Belanoff and M. Dickson (Eds.) Portfolios - Process andProduct. Portsmouth, NH: Boynton/Cook Publishers Inc.,165-173.

McCullough, K. (1993). What does grade level mean?Adult Learning, 4(4), 23-24.

McGrail, L. (1992). Alternative Approaches to Assessment aiidEvaluation. Boston: Central Resource Ceriter, World Education.

Palmer-Wolf, D. (1989). Sampling student work. EducationalLeadership. April 1989, 35-39.

Paulson, F., Paulson, P., and Meyer, C. (1993). What makes aportfolio a portfolio? Educational Leadership, 60-63.

Robishaw, D. (1992). Alternative assessment: An annotatedbibliography. Boston: Central Resource Center WorldEducation.

Smit, D., Kolonosky, P., and Seltzer, K. (1991). Implementinga portfolio system. In P. Belanoff and M. Dickson (Eds.)Portfolios Process and Product. Portsmouth, NH:Boynton/Cook Publishers Inc., 46-56.

Van Horn, B. (1993). Portfolio assessment in family literacyprograms. Mosaic: Research Notes on Literacy, 3(2), p.3.

Venezky, R., Bristow, P., and Sabatinin, J. (1993). Adultliteracy assessment: Old question, new answer. COmmissionon Adult Basic Education New Orleans, LA.

Venezky, R. (1992). Matching literacy testing and social policy:What are the alternatives? University of Delaware and NationalCenter on Adult Literacy. Policy brief document #PB92-1.

Weinbaum, K. (1992). Portfolios as a vehicle for studentempowerment and teacher change. In P. Belanoff andM. Dickson (Eds) Portfolios - Process and Product.Portsmouth, NH: Boynton/Cook Publishers Inc., 206-214.

Wolf, K. (1993). Portfolios: alternative assessment. LiteracyAcross the Curriculum, 9, (2), 4-6.

71

Acknowledgements

Mary Ann Allard

Keith Anderson

Marilyn Antonucci

Judy Bernstein

Ann Cason

Carolyn Dieleman

Arlene Fingeret

Germantown Women'sEducational Project

Amy Gluckman

Claire Hall

Brigid Hayes

Susan Hoddinott

Janet Isserlis

Nancy Jennings

Janet Kelly

72

Kathy Lento

Joanne Linzey

Literacy Volunteers ofNew York City

Loren McGrail

Anne Mullen

Mary Norton

Barbara Patmore

Maria Elena Perera

Laura Purdom

Tamara Redenko

Jeff Ritter

Don Robishaw

Linda Shohet

Paul Trunnel

Bill Woodrow