Executive Summary
The Learner Skill Attainment Project

Introduction

This document presents the results and recommendations of the Learner Skill Attainment project. The central purpose of the project was to develop an assessment approach that was appropriate for the goal directed, outcome-based nature of the LBS program while at the same time balancing the need for valid, reliable and practical assessment practices.

Methods

The methodology for the project consisted of:

• Key informant interviews with selected personnel from a sample of literacy agencies across Ontario;
• A literature review;
• An environmental scan using a web-based, self-report survey of a sample of literacy agencies in Ontario;
• Preparation of working papers;
• A day-long focus group with selected literacy practitioners in Ontario; and
• Extensive consultation with the project Steering/Advisory Committee.

The conclusions and recommendations that follow are based on a synthesis of the findings from all above methods.

The LBS Learning Outcomes

The language in the LBS Learning Outcomes Matrix does not directly relate to adults and their learning needs or goals. It is not very relevant for learners and employers and interferes with attempts to encourage the learner to be an active member of the assessment process. The success and transition markers don't represent significant points of learning nor do the success markers represent a progression to more complex skills. This, in part, is why the field is using a plethora of assessment tools to measure progress. Agencies have created simple skills checklists or have used other methods such as the OLC Level Descriptors, as they found they were more appropriate for adults, goal setting and training plan development.