Measuring Learner Progress

By Joanne Morant, Tutor Learner Coordinator

 

Everyone has a different definition of what successful means.

A couple of years ago, I met with a tutor who was a bit concerned that her learner was not making any progress. They were still working on learning the alphabet and recognizing basic sight words. In actuality he was making progress. His self-confidence, verbal communication skills, time management skills and commitment to his learning had all dramatically improved! He was certainly making progress.

Literacy is not just about reading and writing. While reading and writing provide the necessary foundation, it is about the learner’s ability to use their skills to navigate life.

When looking at how we measure progress, it is important that we know who are learners are. They are individuals who may come from different socio-economic backgrounds, have intellectual, learning and developmental challenges, health issues and other barriers that all contribute to how quickly or slowly they progress in their learning.

Gabe, David and Joanne celebrating David's learning achievement!

Redefining Success in Adult Literacy

 

We need to expand our definition of progress to include not just milestones, demonstrations, and test scores but to recognize changed attitudes such as increased confidence, self-esteem and motivation, or improvements in such things as social skills, stress management, time management and problem solving.

The Aboriginal community works with a holistic model for lifelong learning.  They are re-defining how success is measured. In a ‘Report on Learning in Canada – Redefining How Success is Measured in First Nations, Inuit and Metis Learning’ it states that:

  “Aboriginal knowledge is based on observation, direct experience, testing, teaching and recording in the collective memory through oral tradition, storytelling, ceremonies, and sons.  The fact that Native science is not fragmented into specialized compartments does not mean that it is not based on rational thinking, but that it is based on the belief that all things are connected and must be considered within the context of that interrelationship. In order to maintain harmony and balance, this holistic approach gives the same importance to rational thinking as it does to the spiritual beliefs and social values.”

 

Holistic learning attempts to move away from the traditional approach to learning to focus on integration and connection. Learning from a holistic perspective is concerned with the development of the intellectual, emotional, social, physical, artistic, creative and spiritual dimensions of self.

I believe that it is very important that we also include qualitative ways of measuring progress. Milestone tasks, culminating and integrated tasks and demonstrations all demonstrate to the learner what new skills they have learned.  They can help build self-confidence. These are important tools. When learners have successfully completed a milestone task, they receive a certificate. This is just one way to acknowledge success.

In school our progress was measured with ‘a number’. We can all remember weekly spelling dictation and the feeling when we showed a parent or other family member our paper – 10/10 with that J or ‘good work’ at the top of the page. But then again we might have misplaced it on our way home from school. I think that is what happened to my math tests! Many adult learners still look at how successful their learning is with ‘the mark’.

Measuring Progress in a Holistic Learning Environment 

The experiential learning theory is a learning cycle based on two dimensions - action/reflection and experience/abstraction. These two dimensions define a holistic learning approach where learning takes place between individuals and the environment.

What Can You Do?

We know that learning activities and tasks must be relevant to learner’s needs and goals. They should be able to use the skills they are working on outside Action Read. Communication with learners is essential.

Checking in with your learner at the beginning of each session is a great way to find out if they are indeed using the new skills they are working on or have acquired and/or if material needs to be reviewed again or learning plans revised.  Here are some questions that may be helpful:

·         Ask what’s new. How was your week?

·         Were you able to practice what we have been working on?

·         Did you complete a task or activity that you would have not tried before? Do you feel more confident in trying something new?

·         What worked for you and what didn’t work? Reflect on why or why not?

One great way to demonstrate to your learner the progress they are making is to keep a copy of some of their work (with a date) in their portfolio box. Every so often go back and look at some of their previous work. You will both be able to see the progress that they have made!