Assessing Learning

Why do I Assess a Learner?

Assessment is not about testing. We use various assessment methods and tools to help us know if we're heading down the right path with a particular learner and whether that learner is making meaningful progress toward their goals. In summary, assessment is used:

• To inform the learning plan
• To track learner progress

This process of "assessing" (the verb) is very different from "an assessment" (the noun). Whether you are assessing a learner through informal methods such as observation, or using a formal assessment tool, there are 3 important reasons for assessing a learner at various points along their learning journey.

Assessment FOR Learning: Looking forward to inform and plan learning

Assessment OF Learning: Looking back to see what has already been learned

Assessment AS Learning: Looking inward – What do I know about my own learning?

When do I Assess a Learner?

Assessment is something that CALP staff are doing all the time, often without realizing it. Assessments can happen in many different ways, at many different times throughout a learning journey. Remember that not all assessment is done through a formal, written tool. CALP staff and program facilitators are constantly assessing the learner’s readiness to learn, the learning that is happening, or assessing the skills of the learner.

Initial Assessment

Assessment begins when a learner first walks through your door. During those first conversations you begin to learn about the learner’s goals, readiness to learn, barriers to learning and their skills and strengths. This allows you to start identifying first steps or potential programs that could be a good fit for the learner.

It is important that learners feel comfortable when they come into your CALP for the first time. Creating a warm and welcoming environment and taking things slow will allow the learner to feel comfortable and give you the time to truly understand what your learner's goals are. Remember that for some adult learners, anything that feels overly formal – sometimes just filling out a form – can make them feel uncomfortable, and that can be a barrier.

Ultimately, learners come to your CALP to learn new skills or develop existing skills. Identifying which skills to work on with the learner early on is clearly a priority to develop a learning plan that supports their goals.

If learners in your program work one-on-one or in small groups the initial skills assessment can be done once the learner is in the program. If, on the other hand, learners are placed in a class based on their skill level then assessment can be done as part of the intake process to ensure placement in a level appropriate program.

On-going Assessment

On-going assessment is done by the learner and practitioner throughout the time the learner is with your CALP.

Part of your role is to help the learner reflect on their progress, and look at it in relation to their own learning goals. It is important that learners be given opportunities to guide and inform any assessment process. Empower learners to give and receive feedback about what is working for them, or where adjustments might make for more effective learning. Documenting their accomplishments and milestones as part of the assessment process can also help build the learner’s confidence in their own abilities.

Exit Assessment

Meeting with learners when they leave the program is beneficial to both the learner and your CALP. It is an important time for the learner to reflect on their learning and recognize what they have accomplished. During an exit assessment the learner and CALP staff may discuss:

• Progress made towards the learner’s goals
• Skills and knowledge gained
• Next steps for learning
• Possible referrals

Much like the intake interview, making the learner feel comfortable and respected is important for the final meeting with the learner. It doesn’t have to be a formal business type meeting! This is a time to celebrate the learner and the learner’s accomplishments in your CALP program.

Find ways to recognize the gains that they have made– some of the gains will be skills-based, but there will be other gains such as lifelong learning strategies, new opportunities, and/or increased confidence in themselves, to name a few.

Keep in mind that not all learners will have reached their goal when they leave your program so highlighting their strengths, accomplishments and other outcomes of their learning will reinforce the value of their time with your program. You can also remind them that what they have learned, and the progress they have made can be used in many other areas of their life. How they feel when they leave will have a significant impact on whether they will continue pursuing their learning goal.

Learners also have valuable insights into your program. Ask them what worked well for them, and what could have been better. The final meeting with a learner can provide information about your CALP, which you might use to make adjustments to better support learners.

To keep learners at the centre of the assessment process here are some simple strategies:

• Involve learners. Learners need to be part of the assessment process right from the beginning. Explain the purpose of the assessment as part of the learning process. For example, assessments can be used to help learners know what skills to work on and can be a baseline to measure their learning.
• Share the results. Learners’ awareness of their own learning process plays a role in improving their skills. Having feedback from the assessment gives them an understanding of the skills they have competency in and the skills they need to work on.
• Use language your learner understands. Giving learners language to talk about their learning is powerful. Make sure learners can understand the feedback from the assessment by framing it using language they can understand and use. It gives them the ability to be reflective about and discuss their own learning.
• Focus on strengths. Learners come to the learning with skills, strategies and knowledge that they can build on to achieve their goal. Help them see their strengths and how they will help them.
• Use assessment to inform learning. Assessment helps clearly define what skills need to be learned. Use the assessment as the basis to plan learning activities that build the skills and knowledge the learner needs.