The researchers see these ratings as being consistent with a learner-centred approach, with an emphasis on ‘process’ type activities. The comparable list for numeracy activities was:
Asked what contributed to achieving learner outcomes, the respondents mentioned dedicated staff, hard work, learner support systems, administrative assistance and a focus on learners. This study reported that the great majority (93%) of the teachers interview students individually before placement; of these, 57% use a diagnostic screen, 55% a test and 54% other informal procedures such as observation and informal discussions. During the programmes, the most common formative assessments were teacher observation, portfolios and self-assessment. These methods were also the most common forms of summative assessment.
The need for literacy, numeracy and language tutors to have qualifications appropriate to the sector and also on-going access to professional development are strong themes in most studies reviewed for this report. Smith & Hofer’s (2003) study of 102 literacy teachers in the US pointed out that the poor employment conditions and demanding nature of the teaching make professional support and training especially important for literacy, numeracy and language tutors.