The indicator for literacy skill attainment is defined as the percentage gain using the IALS/Essential Skills 500-point scale in Reading Text, Document Use and Numeracy.
The current 5-level LBS system does not capture skill attainment in a way that is consistent, meaningful and transparent to learners, practitioners and agencies. The language in the LBS Learning Outcomes document (matrix) is based on the Ontario School Curriculum and therefore does not directly relate to adults, their learning needs or goals. The success and transition markers are too numerous and don't represent significant points of learning for learners.
The field currently uses a variety of informal assessment tools to measure learners’ progress. Agencies have created simple skills checklists, standardized tests and performance-based assessments that they found were more appropriate for assessing adults. The transition and success markers were synthesized as “level descriptions” to provide a more holistic alternative for teaching and assessing. This was especially helpful for instruction at the higher levels, but meant that instructors had to become familiar with another language.
The ministry therefore required a more effective, transparent approach to assessment that would result in accurate measures of skill attainment for the purposes of accountability.
Potential Benefits of CIPMS