• Screening tools can range from a five-minute checklist to more in-depth assessments that can range from one to two hours. It is difficult to state which type is better since the tool that is chosen should depend on the reason for accessing the tool and the needs of the learner.
  
  
• Results from screening tools will not provide sufficient information to guide the selection of instructional or learning activities.
  • Screening tool results should be used in conjunction with other assessment tools to develop a clear understanding of the learner's training needs and strengths

Screening: only one part of the assessment process

Screening is only part of the assessment process. It is a starting point that helps to determine the need for further assessment, either formal or informal. Screening does not identify or label people with a learning disability but it does provide a general indication of whether they might have potential learning disabilities. The screening tool identifies areas that need further exploration. When adult learners and practitioners explore these areas together, they can identify the tools, strategies and accommodations that best meet learners' needs.

The main reasons for conducting learner assessments are to:

• Understand a learner's strengths and weaknesses
• Understand why learners are experiencing learning difficulties (i.e., it may be for reasons other than a learning disability)
• Develop a training plan that includes strategies to overcome, get around or cope with learning difficulties