Building the Fire

Section III - Assessments, Documentation & Evaluation

Student Assessment

Students' skills were assessed at the beginning and at the end of the program. Some of the assessment materials were inadequate. Initially, the only available tool was the Badar Reading and Language Inventory (1983). Many of the graded reading passages were useful, but some were so uninteresting and unfamiliar they were not appropriate indicators of comprehension.

It is recommended that parts of Badar Reading and Language Inventory (1983), Taylor's Literacy Portfolio Assessment (1994) and the Challenger Series Placement Tool (1985) be used along with the instructor's personal recording strategies. Anecdotal records were useful to record specific strengths and weaknesses observed during formal and informal assessments.

The five students who participated throughout the whole program had the most progression in their reading and writing skills. The students with the lowest skills progressed more than the students with the highest skills. Their improvement was more obvious regardless of the final assessment. The greatest progress was made in the level of confidence the students possessed when they left the program.

Students' progress was recorded on a daily basis. A separate book to make general reminders of their developments was used; the details were added to the students' files at a more convenient time. Each student had a file containing assessment information, anecdotal notes, dated writing assignments, and other relevant information.

Documentation

Several methods were used to keep track of various types of information.

• The students' journals and writing files were used to record relevant information throughout the program.
• A journal was used to keep track of the changes in and structure of the program.
• A daily activity book was essential for planning activities, listing materials, and tracking individual assignments.
• Daily attendance records were kept on each student; this information provided an overall picture of attendance at the end of the program.
• A list of books, materials, and furnishings from the college and local schools was used to keep track of borrowed and donated items.
• Sign-out sheets were an effective way to track storybooks and other literature that left the classroom.
• Photographs of the students participating in activities and newspaper articles about the program were compiled into binders.

Program Evaluation

Information from a variety of resources was used to evaluate this program. Students evaluated the program by answering questionnaires. Their responses to and successes with the literacy activities were recorded throughout the program.

Both partners met to evaluate the program and an interim and final report was submitted to the National Literacy Secretariat and to Saskatchewan Education. Responses from the community, to the news releases on the program, provided feedback and continuous support. A record of all inquiries into the program affirmed the need for this program to be a permanent service in Lloydminster. Letters from community organizations and government agencies indicated the awareness of and the strong support for this program.