Informal assessment models

Deciding what assessment tools and techniques to use is impacted by a number of factors: practitioners' knowledge and experience with learning disabilities; existing assessment tools utilized; program resources - both financial and human; and last but not least, the needs of the learners. In recognition and support of the "common assessment" strategy, the goal of this module is not to promote one method or assessment tool, but to provide practitioners with a solid understanding of the assessment process and how to assess learners' strengths and struggles related to their suspected learning disability. The following informal assessment models are included, not to endorse them but to inform practitioners of various options that are available. The following models were developed for literacy practitioners and promote a learner-centred approach. (For more information on other types of formal and informal assessment tools, go to Appendix C.)

Holistic Education Literacy Process (HELP) model

A whole language approach is used to get a complete picture of the skills and processes that adults use. It takes a multidimensional approach by using speaking, listening, reading and writing tasks. The model involves learners' input. This model was developed by Sandra Crux to meet the needs of literacy programs where formal assessment is not feasible or practical.

Each of the steps in HELP model include:

• A description of the assessment process
• The purpose for each step in the model - which explains why this area is being assessed
• A list of potential assessment results that could indicate learning disability problems
• Examples of possible formal tests that could be used in conjunction with the assessment process