Did your teachers spend a lot of time teaching you reading and writing? (How much?)

What kind of books did you read? What topics did you write about? Did you get a chance to practice speaking and listening? What language do you speak at home?

b. Employment

Did you work in your country?What kind of work did you do? Do you work here?

c. Long range goals

What are your educational goals?
What are your work or career goals?
What other goals do you have?

d. Short and long-term goals

An important part of the initial assessment is to gain an understanding of where your learner is in terms of language proficiency and employment, and what your learner hopes to accomplish. This will help you determine the content of the tutoring program.

The following forms can be photocopied and used to help learners define their short-term goals and long-term goals.¹⁵ There are blank sections in order for learners to add extra tasks that they consider important. Once the checklist is complete, spend time with your learner determining in what order the tasks should be addressed.

¹⁵ Manitoba Education and Training, Adult Literacy and Continuing Education. Creative Student Assessment. National Adult Literacy Database. [on-line], Fredericton, New Brunswick. Available: nald.ca/CLR/csa/contents.htm.[2003, February 21] Used with permission.