Literacy instructors are encouraged to include learners in the planning process, and to use creativity in designing real-life lessons around learner-designated themes, as “the literacy skills do not constitute the curriculum; the needs and interests of the students create the curriculum” (Askov, 2001, p. 13). Theme-based learning takes a holistic approach to meeting learners’ self-identified goals and building on their strengths. Themes integrate skills across several quadrants at the same time. Furthermore, several theme choices can be offered to learners who need help to develop more independence in their learning. (See the Theme-Based Planners in Appendix B for examples of integrating Benchmarks and learning goals.)
In authentic assessment, learning outcomes are evaluated within the specific contexts in which the learning has occurred.
Making assessment authentic allows learners more opportunities for relevant application of skills. The instructor engages learners in a range of formative and summative assessment tasks that are directly related to the learning outcomes of the curriculum. These tasks require the application of knowledge and skills in real or authentic contexts. “Hands-on” exercises and real life problems and situations are used wherever possible. Instructors design assessment opportunities to allow for a true representative or an actual performance of a skill. For example, learners actually do writing for real audiences, rather than answering questions about writing or taking spelling tests.
Portfolio assessment, in particular, honours these authentic contexts. Portfolios document both prior learning and the knowledge and skills that adult learners develop in a literacy program. As well, portfolios help to develop self-direction in learning. As the learners reflect on their prior experiences, they identify existing knowledge and skills, and determine what they wish to learn. They play an integral role in course planning as they speak about their goals and needs, and assess their own progress through portfolios. Instructors show learners how to include a variety of checklists, rubrics, learner self-assessments, goal-setting charts, samples of work, and other items in a portfolio. This evidence of learning showcases the attainment of learners’ goals and highlights the Benchmarks they have achieved. Portfolios also make it easier for learners to transfer from program to program, instructor to instructor, or course level to course level. Portfolios can be used to earn credit for prior learning (RPL) at Levels 3 and 4. (See Appendix C for more suggestions about the use of portfolios.)