2. The Tutor and Learner Questionnaires
In designing her evaluation kit, Thomas recognized that for some literacy programs the logistics of arranging an effective group process to use the Program Questionnaire would be daunting, for reasons such as the size of the program or the area it covered. She therefore included two other instruments, a Tutor Questionnaire and a Learner Questionnaire. Each of these asks questions about the Good Practice Statements which are most relevant to the tutor and learner respectively.

3. The Program Profile
In addition to the questionnaires there is a Program Profile. This provides quantitative information about a program's staffing, funding and so on. It is designed to be completed mainly by paid staff members because it consists primarily of statistical data.

The Progress Profile

The Progress Profile "provides a framework for deciding aims, planning programmes of work and reviewing progress" (Progress Profile Guidelines, 3). It involves students, tutors and staff in setting realistic goals based on student needs, and in monitoring the achievement of those goals at set times during the tutoring period.

The kit consists of a set of Prompt Cards, a set of Five Questions (see chart on following page) and a Progress Review.

1. The Prompt Cards
A set of Prompt Cards with both graphic and written information is used to help students articulate and define their goals. The kit also contains blank cards so that students can create more prompt cards to meet their needs. With the support of these Prompt Cards students can thus identify an aim such as "get a job promotion." They can then break it down into smaller elements such as filling in time sheets, completing order forms, reading staff bulletins and writing memos. The Five Questions work with the Prompt Cards to help students plan their program of work.