Aboriginal Literacy Intake Assessment Tool (ALIAT) for Levels … · 2019. 1. 3. · 1 | P a g e...

Aboriginal Literacy Intake Assessment Tool (ALIAT) for Levels One and TwoUSER GUIDE SALN Project Research Consultant: Dr. Janice Acoose

Saskatchewan Aboriginal Literacy Network Inc.

721 Ave. K South

Saskatoon, Saskatchewan S7M 2E7

www.saln.ca

ALIAT Copyright © 2012 Saskatchewan Aboriginal Literacy Network Inc.

This publication is the property of Saskatchewan Aboriginal Literacy Network Inc.

(SALN), and may not be reproduced, in its entirety or in part, without written

permission from the SALN.

Cover photo: Prince Albert Métis Jiggers at the SALN Gathering 2008.

i | P a g e

ALIAT USER GUIDE

ACKNOWLEDGEMENTS

The Saskatchewan Aboriginal Literacy Network Inc. (SALN) would like to thank and acknowledge the contribution and support of the Saskatchewan Ministry of the Economy for the opportunity to develop this innovative and unique assessment tool. The SALN would like to acknowledge the involvement, support, and in-kind contributions of the many organizations and their representatives who participated on the Development Team, the Management Team, and the Scoring Session. As well, the SALN would like to thank the staff for their hard work and dedication to completing this

Aboriginal assessment tool.

The Aboriginal Literacy Intake Assessment Tool (ALIAT) Project was completed in two Phases. Phase I was from November 2011 – April 2012. Phase II was from June 2012 – November 2012. The purpose of both project phases was to design an Indigenousvalue-added assessment tool that would be useable as a learner/student intake and exit placement instrument for both academic and life skills learning environments. Inclusive of Indigenous perspectives, ALIAT’s goal was to provide literacy and adult basic education practitioners with an assessment tool that would successfully bring First

Nations and Métis adults back into formal learning environments.

The SALN’s vision for ALIAT is to empower the lives and career goals of First Nations and Métis Learners in ways that are inclusive of their culture and language.

ALIAT Management Team (ALIAT Project Phase I & II)

Dr. Janice Acoose, Research Consultant Cheryl Bashutski, Ministry of the Economy Carol Vandale, M.CEd., Executive Director, SALN Ross Grandel, SALN Staff (November - June 2012) Robert (Bobby) Henry, Research Consultant Phase I

ALIAT Development Team (ALIAT Project Phase II)

As well as the Management Team members, the following people contributed generously of their time and resources:

Jacqueline Bruce, Onion Lake Education Centre, Onion Lake Michael Crowe, Lakeland Community College, Lloydminster Elaine Ebenal, Saskatchewan Literacy Network, Saskatoon

ii | P a g e

ALIAT USER GUIDE

Jean Dudley, Saskatchewan Institute of Applied Science and Technology (SIAST),Saskatoon

Pat Duggleby, Saskatchewan Provincial Library and Literacy Office, Regina Lisa Irlbeck, Carlton Trail Community College, George Gordon First Nation Bev Kulach, Southeast Regional College, Piapot Angela Letendre, Dumont Technical Institute, Prince Albert Dr. Lloyd Robertson, Northlands College, La Ronge Dr. Ida Swan & Dr. Angela Weenie, First Nations University of Canada, Regina Kristi Yarshenko, Great Plains College, Maple Creek

ALIAT Scoring Session

Field testing of items for the ALIAT instrument was conducted from June – September 2012. The following people gathered to score the results of those field tests to ascertain the validity and reliability of the items and questions in this ALIAT document.

Dr. Janice Acoose (Co-Facilitator), Saskatoon Cheryl Bashutski (Co-Facilitator), Ministry of the Economy, Regina Florence McLeod, Elder, Montreal Lake First Nation Jackie Bruce, Onion Lake Education Centre, Onion Lake Marlene McKay, Greater Catholic School Division, Saskatoon Natania Bartlette, Saskatchewan Institute of Applied Science and Technology

(SIAST)/Mayfair, Saskatoon Elaine Ebenal, Saskatchewan Literacy Network, Saskatoon Carol Vandale, M.CEd., Executive Director, Saskatoon

iii | P a g e

ALIAT USER GUIDE

TABLE OF CONTENTS

ACKNOWLEDGEMENTS ............................................................................................... i

ALIAT Management Team (ALIAT Project Phase I & II) ...................................... i

ALIAT Development Team (ALIAT Project Phase II) ........................................... i

ALIAT Scoring Session ..................................................................................... ii

TABLE OF CONTENTS .............................................................................................. iii

INTRODUCTION ....................................................................................................... 1

USING THE ALIAT & COMPANION USER GUIDE .......................................................... 3

A Note on Terms ............................................................................................. 3

Intake Information .......................................................................................... 3

The ALIAT ...................................................................................................... 4

Scoring & Assessing Learner Responses ........................................................... 4

SPECIFIC INSTRUCTIONS FOR EACH LEARNING DOMAIN ........................................... 6

Listening Domain ............................................................................................ 6

Speaking Domain ............................................................................................ 9

Reading Domain ........................................................................................... 11

Writing Domain ............................................................................................. 12

Numeracy Domain ........................................................................................ 14

iv | P a g e

ALIAT USER GUIDE

ALIAT ANSWER KEY ................................................................................................ 15

METHODOLOGY FOR ASSESSING LEARNER’S PLACEMENT ........................................ 19

ALIAT BENCHMARKS ............................................................................................... 20

ALIAT ASSESSMENT REPORT ................................................................................... 22

APPENDICES........................................................................................................... 23

Appendix A: Terms & Acronyms .................................................................... 23

Appendix B: ALIAT Project Phase I & II Background ....................................... 24

REFERENCES .......................................................................................................... 27

1 | P a g e

ALIAT USER GUIDE

INTRODUCTION

Known by its acronym ALIAT, the Aboriginal Literacy Intake Assessment Tool is an

Indigenous instrument created to assist and guide adult basic education and literacy

instructors in assessing adult Learners’ skill strengths for placement in specific

programs.

ALIAT is a reliable, valid, and relevant Indigenous adult basic education assessment tool

comprised of a PROTOTYPE, an INSTRUCTOR’S USER GUIDE, and a SALN ALIAT ITEM

BANK for the creation of a customized ALIAT instrument, available for use upon

permission from SALN.

All ALIAT documents evolved from a collaborative process with First Nations and Métis

Keepers of Knowledge, Saskatchewan adult learners, a Development Team, a

Management Team, the Saskatchewan Aboriginal Literacy Network Inc. (SALN) staff,

and literacy workers from various adult basic education (ABE) institutions. This process

evolved during two project phases, Phase I (November 2011 – April 2012) and Phase II

(May – November 2012). Between June - September 2012 (Phase II), all the items in

the PROTOTYPE and some in the SALN ITEM BANK were rigorously Field Tested and

Scored1. As well, during Phases I and II documents were revised and edited by SALN

staff based on intensive consultations with literacy and assessment experts.

An Indigenous assessment tool for adult Learners, ALIAT illustrates culturally specific

knowledge, evident throughout in expressions of ceremonies, languages, governments,

dances, art, and music, and, which continues to grow in relations with EuroCanadian

based knowledge. ALIAT relies primarily on First Nations and Métis Keepers of

Knowledge; in other words, experts whose ideas and work continue to carry the

traditions, values, history, and languages of their own people.

1 A footnote citation appears next to the items that have been Field Tested and Scored in the SALN ALIAT Item Bank.

2 | P a g e

ALIAT USER GUIDE

Within the ALIAT PROTOTYPE there are five Learning Domains: Listening, Speaking,

Reading, Writing, and Numeracy. ALIAT places Listening and Speaking before Reading,

Writing, and Numeracy as Learning Domains to honor and acknowledge First Nations

and Métis oral traditions which now, in addition to the printed word, continue to pass

on knowledge and ways of knowing.

The item and its questions in each Learning Domain are relevant to First Nations and

Métis people because they encourage Learners to draw on their own life experiences.

The importance of cultural relevancy was noted by many of the learners who

participated in the ALIAT Field Testing. One of them wrote, “Finally, I can see myself

and my own life in a test.”

ALIAT is valid and reliable as an Indigenous assessment instrument because it has been

Field Tested in 6 ABE institutions with over 100 participants. The majority of the

participants were First Nations or Métis Learners who collectively represented

Saskatchewan’s north, south, east, and west geographic regions. Strategic efforts were

made to include the Métis and all the First Nations cultures in Saskatchewan: the

Saulteaux, Cree, Dene, Dakota, and Nakota. And, while ALIAT is an Indigenous

assessment instrument, it can be utilized by both Indigenous and non-Indigenous

learners.

3 | P a g e

ALIAT USER GUIDE

USING THE ALIAT & COMPANION USER GUIDE

This USER GUIDE is the companion document to the ALIAT. It includes the following:

Introduction – pages 1-2

Using the ALIAT & Companion User Guide – pages 3-5

Specific Instructions for each Learning Domain – pages 6-14

ALIAT Answer Key – pages 15-18

Methodology for Assessing Learner Placement – page 19

Circle of Learning Benchmarks – pages 20-21

ALIAT Assessment Report – page 22

Appendices: Terms & Acronyms used throughout ALIAT – page 23

ALIAT Project Phase I & II Background – pages 24-26

References – page 27

Here, in this section, explanations are provided for completing the Intake Information,

completing the ALIAT PROTOTYPE, and scoring and assessing Learner responses.

A Note on Terms

The terms “User” and “Learner” appear in places throughout the ALIAT documents. The

term “User” refers to professionals who administer the test. These may be instructors,

program coordinators, guidance counsellors, practitioners, etc. In the PROTOTYPE the

User is referred to as “Instructor”. The term “Learner” refers to adults (Aboriginal or

non-Aboriginal) who have intentions to enter Literacy or ABE programming.

Intake Information

This part of the assessment tool is located on pages 1 and 2 of the ALIAT PROTOTYPE.

It is divided into two parts: Contact Information and Relevant Information. The Intake

4 | P a g e

ALIAT USER GUIDE

Information part of the assessment is intended to collect information and encourage the

Learner to feel at ease. The User should collect this information orally, taking

appropriate pauses between questions, listening carefully to expressions of the

Learner’s skill strengths, and engaging the Learner in conversation as time allows. Once

the User and Learner have completed the Intake Information, the User will explain that

the remainder of the assessment will take approximately 30 – 45 minutes, that there

will be some questions the User will ask verbally, some questions the Learner must

complete on their own, and, at the end, a chance for the Learner to contribute

comments about the assessment.

The ALIAT

The User will review the ALIAT PROTOTYPE and explain clearly to the Learner all

requirements for each Learning Domain -- how to respond to questions and how the

responses will be scored for placement in your institution’s literacy or ABE programs.

The User will also explain that ALIAT employs both oral and written methods in the

Speaking and Listening Domains. Therefore User and Learner will interact in these two

Learning Domains. Once the Listening and Speaking Domain items and questions have

been completed, the Learner will be instructed to move through the PROTOTYPE

without any further assistance from the User. Upon completion, the Learner will hand

in the ALIAT document for immediate scoring and analysis by the User.

Scoring & Assessing Learner Responses

1. Each Domain has specific instructions that are important to read before giving

this assessment to a Learner. For example there are instructions for both the

Learner and User to participate in Listening and Speaking Domains, and in the

5 | P a g e

ALIAT USER GUIDE

Writing Domain there are instructions for using a rubric for assessing Writing

Item #4.

2. Score all the Learner’s answers to ALIAT items and questions by using the

ANSWER KEY (pages 15-18). *A separate User Guide must be used for each

Learner tested.

3. Once the Learner’s answers have been scored by using the ANSWER KEY, the

User will record the number of correct answers in the space provided on page

18. Notice that there is a possibility of 43 correct answers worth 1% and one

Writing Item #4 worth 7% for a total of 50%. To tabulate the student’s

percentage, the User will multiply the earned score by 2. For example, if the

student earns 33% out of 50%, the User would multiply 33% x 2, and therefore

the Learner’s earned score would be 66%.

4. Next, for placement the User will compare the Learner’s earned score to the

Methodology for Assessing Learner’s Placement, an assessment guide based on

ALIAT BENCHMARKS included on page 19. For example, if the Learner’s earned

score is 66%, according to the Methodology for Assessing Learner’s Placement

the student would be placed in Level 2.

5. Finally, an ALIAT Assessment Report form, located on page 22, must be

completed. The form requires the User to fill in the blanks and make copies for

both the Learner’s and the User’s records.

6 | P a g e

ALIAT USER GUIDE

SPECIFIC INSTRUCTIONS FOR EACH LEARNING DOMAIN

Listening Domain

General Instructions:

1. Below are the items and questions from the ALIAT Listening Domain. There are

two questions in this Domain requiring the Learner to demonstrate the following

Benchmarks:

Listening as an ongoing and contemporary process for constructing First

Nations and Métis traditional knowledge,

Listening for understanding both short messages and long messages, and

Listening for showing empathy in daily interactions.

2. Allow the Learner time to review the Item and Question before reading -- slowly

and clearly -- the excerpt, phone message, or passage.

3. The Learner’s answers are to be scored by using the ANSWER KEY on pages 15 -

18.

Item #1:

(page 3)

1. Your Instructor will read a passage from Elder Dan Musqua’s Seven

Fires: Teachings of the Bear Claniii. Then, you can proceed to questions A-D

and the correct answers for each question.

(Instructor to read this excerpt from The Seven Fires: Teachings of the Bear

Clan by Elder Dan Musqua)

circle

7 | P a g e

ALIAT USER GUIDE

The Bear Clan is the biggest clan of all. Many people became part of the Bear

Clan because we were the policing clan, the warriors. . . . Our family stayed in

the clan and we must be the last people to have the stories about the clan. At

first, my participation in the Bear Clan was as the wascabious [pronounced waa

scap ios], or young man being taught to work in the ceremonies, and I did this

until I was forty-five years old. My father passed away when I was forty-seven

and until then I participated in ceremonies but did not conduct them. I looked

after the pipes, the feathers, fire, and foods. I would go to the grandmothers

and mothers with tobacco, and request soups that were required for the

ceremonies. I went to the head of the women’s groups to learn about the

different groups of foods that were required for different ceremonies. . . . I had

to know how to set the flags and the ribbons, the seating arrangement for the

singers, and the order for the prayers. I’ve now become a ceremonial Elder and

conduct my own ceremonies. (33)

Learner is instructed in their assessment book to do Questions A-D for Item #1:

A. What is Elder Musqua’s Clan? Bird Crane Bear fish

B. How did he become a

ceremonial Elder? studying training Reading watching

C. What is a wascabious

[pronounced waa scap ios]? a storyteller

a ceremonial

helper a watcher a trickster

D. What is the role of the Bear

Clan? deliver justice

disseminate

knowledge

police and

warrior

to carry

spiritual

teachings

8 | P a g e

ALIAT USER GUIDE

Item #2:

(page 3)

2. Your Instructor will give you a phone message. Then, you can proceed

to questions A-D and the correct answers.

(Instructor to read this Phone Message)

When I got home yesterday, my son Blair left me the following message on my

voice mail: “Mooshum and Koochum are coming to visit on Saturday. They need

you to pick them up at the Saskatoon bus terminal. Their bus arrives at 4:30

from Ochapawace.”

Learner is instructed in their assessment book to do Questions A-D for Item #2:

A. Who left the message on the

voice mail?

the daughter

Barb the son Eric the son Blair our mother

B. Who is coming to visit? an aunt an uncle Mooshum Koochum

C. Where and when are the

visitors to be picked up?

Sunday at

the airport

Monday at

the train

station

Saturday at

the bus depot

Tuesday at

the coffee

shop

D. Where are the visitors coming

from?

the City of

Montreal

the Sakimay

Reserve

the

Ochapawace

Reserve

the City of La

Ronge

circle

9 | P a g e

ALIAT USER GUIDE

Speaking Domain


1. Below are the items and questions from the ALIAT Speaking Domain. There are

two questions in this Domain requiring the Learner to demonstrate the following

BENCHMARKS:

for knowledge of foundational speaking skills,

speaking as an ongoing and contemporary process for constructing First

Nations and Métis traditional knowledge,

speaking in both familiar and new situations,

and speaking to share or present new information.

2. Allow the Learner time to review the Item and Question before reading -- slowly

and clearly -- the excerpt or prompt messages for 1A and 1B. Question 1C

requires the Learner to simply respond to the User’s question.


18.

Item #1:

(page 4)

1. Listen to the information your Instructor will read about the Creationstories and then answer questions A - C.

(Instructor to read this message about Creation stories for Question 1A)

An image of the Turtle is often used to recall First Nations Creation stories. The

Cree-ation story is often told by Mooshum, a grandfatherly-like relation.

10 | P a g e

ALIAT USER GUIDE

A. Say the name Mooshum aloud and then write it just the way it sounds.

Learner is instructed in their assessment book to “Write the word here (for 1A).

___________________________________”

(Instructor to read this message about Creation stories for Question 1B)

The image of the Turtle is often used to represent First Nations place of origin,

Turtle Island. Stories about Sky Woman falling on the Turtle’s back are often told

by Koochum.

B. Say the name Koochum aloud and then write it just the way it sounds. Learner is

instructed in their assessment book to “Write the word here (for

1B)___________________________________”

(Instructor to read question 1C)

C. Some First Nations people name Turtle Island as the place of origin. Learner is

instructed in their assessment book to “stress each syllable and say aloud the word

Turtle.”

Item #2:

1. Listen to the information and following questions your Instructor will read about Treaty areas in Saskatchewan, then answer aloud the questions A - C.

(Instructor to read questions 1A, 1B, and 1C)

A. Beginning with the oldest, tell me the names of the Treaty areas in Saskatchewan.B. According to the map, Treaty 10 was signed in what year?C. According to the map, how many Treaties do not extend into the Province of Manitoba?

11 | P a g e

ALIAT USER GUIDE

Reading Domain


1. There are 4 Items in this Domain requiring the Learner to demonstrate the

following ALIAT BENCHMARKS:

reading for understanding of the structure of words

practicing decoding skills

illustrating vocabulary

arranging words alphabetically

reading to understand simple documents and short non-fiction paragraphs

identifying elements of a sentence and paragraph

demonstrating critical thinking about documents

2. Encourage the Learner to review all the Items and Questions before proceeding.

The Learner should be advised to pay particular attention to instructions in each

specific section.


18.

12 | P a g e

ALIAT USER GUIDE

Writing Domain

1. There are four Items in this Domain requiring the Learner to demonstrate

the following BENCHMARKS:

knowledge of the foundations of writing

elements of a sentence and paragraph

the writing process: sentences and short paragraphs

long paragraphing of self-expression.



specific section.


18. For Item #4, however, the User should use the rubric below, page 13.

13 | P a g e

ALIAT USER GUIDE

Rubric To Assess Learner’s #4 Writing Exercise

Criteria 1

Beginning

(Lower Level

1)

2

Getting There

(Higher Level

1)

3

Adequate

(Lower Level

2)

4

Sufficient

(Higher Level

2)

Details Details are not

given

Some details

are provided

Details are

provided

Relevant details

are provided

Clarity of

explanation

Explanation is

lacking or not

provided

A basic

explanation is

provided

Clear

explanation is

provided

Very clear

explanation is

provided

Purpose Purpose of the

note is not

clear or is not

evident

The purpose of

the note is

somewhat clear

Purpose of the

note is clear

Purpose of the

note is clear

and precise

Audience:

tone and

wording

Wording and

tone not

appropriate to

audience

Wording and

tone are

attempting to

reach the

audience

Wording and

tone

appropriate to

audience

Wording and

tone accurately

reflects

intended

audience

Paragraph

format

Paragraph

format is not

used

Paragraph

format is not

complete

Paragraph

format is

evident

Proper

paragraph

format is

evident and

complete

14 | P a g e

ALIAT USER GUIDE

Numeracy Domain

1. There are five Items in this Domain requiring the learner to demonstrate

the following BENCHMARKS:

knowledge of numbers and numbers sense for basic and complex

numerical operations,

a basic knowledge of space, shape, and measurement,

critical and creative thinking to solve simple mathematical problems, and

an understanding and use of numeracy for practical daily living tasks.



specific section.


18.

15 | P a g e

ALIAT USER GUIDE

ALIAT ANSWER KEY

This is an Answer Key for all the “Items and Questions” in the ALIAT. The first column

lists the Learning Domains; the second column refers to the page number where the

Item and Questions listed in the third column can be found. The column titled “Answer”

includes all the correct answers for each question that appears in the ALIAT. Where

“Instructor assessment required” appears, Users are required to use their own literacy

expertise. However, for Writing #4, Users are provided with a Rubric to Assess the

Learner’s work.

The last column is titled “Instructor Assessment.” This space allows the User to place a

preferred symbol for indicating correct answers. *There are 44 questions in total (43 at

1% each and 1 writing question #4 at 7%).

Below the Answer Key is a table that allows the User to calculate and figure the

Learner’s earned score. The earned score is based out of 50% and to calculate an

earned score percentage out of 100%, the User will multiply the earned scored by 2.

So, an earned score of 33 would be 66%.

Then the USER will compare the earned score against the Methodology for Assessing

Learning Placement. For example, an earned score of 66% would place the Learner in

Level 2.

16 | P a g e

ALIAT USER GUIDE

ALIAT USER ANSWER KEY

DOMAIN PAGE NO. ANSWER 1% for each answer except 7% for Writing #4

Listening 3 1A Bear

3 1B Training

3 1C A Ceremonial helper

3 1D Police and warrior

3 2A The son Blair

3 2B Mooshum and Koochum

3 2C Saturday at the Bus Depot

3 2D The Ochapawace Reserve

SPEAKING 4 1A Instructor assessment

required

4 1B Instructor assessment

required

4 1C Tur tle

4 2A Treaty 2, 4, 5, 6,7,8, 10

4 2B 1906

4 2C Three

17 | P a g e

ALIAT USER GUIDE

READING 6 1A Two

6 1B all of the above

7 2A Pop or chips

7 2B Piapot

7 2C Ta co

8 3A Certificate of Indian Status

8 3B all of the above

9 4A Personal Essay

9 4B Reading

9 4C 1

WRITING 10 1A Instructor assessment

required

10 1B Instructor assessment

required

11 2A Firm

11 2B Long

11 2C Although

11 2D She

11 3 Indian people authored a lot

of books

12 4 Instructor assessment

18 | P a g e

ALIAT USER GUIDE

required based on rubric p.

14

NUMERACY 13 1A 8

13 1B 9

13 1C $90.

14 1D $45.

14 2 $450.

14 3 Answer is 20 x 25 + 130 x 8

15 4A 45

15 4B 3,040

15 4C 7

16 5A Saturday afternoon

16 5B 3C, OC, -5C, -13C, -15C

16 5C Feb 17, 2012

Details Total correct answers

43 questions @ 1% each / 43

Writing questions 4 @ 7% / 7

Total percentage / 50

Calculation for assessment placement 50 x 2 = _____ %

*Refer to page 19 for placement levelLevel ____

19 | P a g e

ALIAT USER GUIDE

METHODOLOGY FOR ASSESSING LEARNER’S PLACEMENT

Category for

Assessment

Rationale Score

Emerging Lower Level 1 50 – 55 %

correctly

answered

Knowledgeable, Higher Level 1 55-60%

correctly

answered

Critical Lower Level 2 60-70%

correctly

answered

Comprehensive. Higher Level 2 70% or

above

correctly

answered

20 | P a g e

ALIAT USER GUIDE

ALIAT LITERACY BENCHMARKS

Once the User has checked the Learner’s responses with the ANSWER KEY, a formal

assessment may be determined based on the methodology for evaluating Benchmarks

achieved on the previous page. The BENCHMARKS2 are listed below.

LISTENING

Demonstrates listening as an ongoing and contemporary process for

constructing First Nations and Métis traditional knowledge

Demonstrates listening skills for understanding both short messages and long

messages

Demonstrates listening skills for showing empathy in daily interactions

SPEAKING

Demonstrates speaking as an ongoing and contemporary process for

constructing First Nations and Métis traditional knowledge

Demonstrates foundational speaking skills

Demonstrates speaking skills in both familiar and new situations

Demonstrates speaking skills to share or present new information

READING

2 The ALIAT Benchmarks are based on First Nations and Métis literacy as well as the Circle of Learning

Literacy Level 1 & 2 Benchmarks (Saskatchewan Literacy Network – http://www.sk.literacy.ca/).

21 | P a g e

ALIAT USER GUIDE

Demonstrates understanding of the structure of words, decoding skills, a

relevant vocabulary, and arrangement of words alphabetically

Demonstrates skills for reading simple documents

Demonstrates skills for reading short non-fiction paragraphs

Demonstrates skills for identifying elements of a sentence and paragraph

Demonstrates skills for critical reading of documents

WRITING

Demonstrates knowledge of the foundations of writing

Demonstrates knowledge of the elements of a sentence and paragraph

Demonstrates knowledge of the writing process: sentences and short

paragraphs

Demonstrates skills for long paragraphing for self-expression

NUMERACY

Demonstrates knowledge of numbers and numbers sense

Demonstrates knowledge of basic and complex numerical operations

Demonstrates basic knowledge of space, shape, and measurement

Demonstrates critical and creative thinking to solve simple mathematical

problems

Demonstrates understanding and use of numeracy for practical daily living tasks

22 | P a g e

ALIAT USER GUIDE

ALIAT ASSESSMENT REPORT

Provided to the student and the institution/agency.

_______________________ (Learner’s name) has completed the ABORIGINAL

LITERACY INTAKE ASSESSEMENT TOOL (ALIAT) at __________________________

(location).

Based upon the ALIAT BENCHMARKS demonstrated in this Learner’s performance,

_________________________ (name of Instructor) recommends this Learner

Level ____ placement.

Signature of Instructor:

____________________________________________________

Institute/Agency/Organization: _____________________________________________

Date: ___________________

23 | P a g e

ALIAT USER GUIDE

APPENDICES

Appendix A: Terms & Acronyms

ABE – adult basic education

ALIAT- Aboriginal Literacy Intake Assessment Tool

FSIN - Federation of Saskatchewan Indian Nations

GDI/DTI - Gabriel Dumont Institute/Dumont Technical Institute

LEARNER - adult basic education or literacy students

SALN - Saskatchewan Aboriginal Literacy Network

SLN - Saskatchewan Literacy Network

USER - instructors, co-coordinators, program planners, intake workers

24 | P a g e

ALIAT USER GUIDE

Appendix B: ALIAT Project Phase I & II Background

The SALN researched and developed a community deliverable assessment tool called

the Aboriginal Adult Literacy Assessment Tool (AALAT). This tool was created with

funding from the Office of Literacy and Essential Skills from 2009 – 2011. The

development of this tool was in response to the International Adult Literacy and Skills

Survey (HRSDC/Statistics Canada 2005). It was felt that a more contextual and

relevant Aboriginal assessment tool to not only test the levels of literacy but to also find

out strengths, skills, and knowledge from within Aboriginal cultural ways of knowing.

There was interest in this tool from across Canada and internationally. The process to

develop the tool was also unique in that it involved partner stakeholders to work closely

over the course of two years to assist and consult on the development of this tool. The

result was that the pilot communities involved and the SALN have rich data and analysis

of the “lay-of-the-land” of Aboriginal levels of literacy and perceptions of literacy.

Interest in the tool was taken up by adult educators and leaders in the Saskatchewan

government. The SALN was then approached to revise the AALAT into an intake and

placement tool.

The first phase of the ALIAT was started in November 2011. During this phase Bobby

Henry and Ross Grandel worked with a Development Team of representatives from

literacy and ABE institutions, organizations, and communities throughout Saskatchewan.

The first phase focused on the creation of the ALIAT Tool. The second phase focused

on testing the items and questions of the tool.

ALIAT Field Tests were experimental in-class testing processes with Adult Learners that

assessed the reliability, validity, and relevancy of specific documents. Scoring sessions

were formal processes that engaged adult education Instructors, Consultants, and

Programmers in assessing the reliability, validity, and relevancy of ALIAT Items. Two

rounds of Field Testing were conducted and one Scoring Session.

25 | P a g e

ALIAT USER GUIDE

In May and part of June 2012, Ross Grandel (the former coordinator for the ALIAT

project) invited members of the ALIAT Development Team and other interested ABE

instructors, coordinators, and consultants to participate in Round One Field Test for

ALIAT. He subsequently conducted testing at Sintaluta (May 29), Nikaneet First Nation

(May 30), and Regina (May 31). A common response from Learners was that,

although the items and questions were relevant and engaging, the document was too

long, and they did not have enough time to complete it.

In June, July, and August 2012, Dr. Janice Acoose reviewed and analysed results from

Round One Field Testing. As a result, substantial revisions were made to all the

documents, the Intake Information Form, and delivery methods.

Based on Round One Field Test responses, a second invitation was sent to members of

the ALIAT Development Team and Adult Basic Education institutions. Specific attempts

were made to reach out to First Nations and Métis institutions, communities, and

programs.

As a result, several adult basic education institutions immediately responded.

Specifically, SIIT LaRonge & Saskatoon, GDI Saskatoon & Prince Albert, Southeast

Regional College, SIAST EA Davies and Mayfair, Dakota First Nation, Onion Lake

Employment & Training, and Parkland Regional College expressed an interest in

participating. Due to scheduling difficulties, however, SIIT, GDI, and Parkland Regional

College did not participate in Field Testing, although some representatives from these

institutions participated in consultations about ALIAT and the Scoring session.

The SALN has made great efforts to ensure that the ALIAT TABLE OF SPECIFICATIONS

is in alignment with both Indigenous Ways of Knowing and Saskatchewan Literacy

Benchmarks. Therefore a Scoring Session was arranged for October 1 and 2, 2012 to

ensure that the ALIAT Scoring Guide is in alignment with both Indigenous Ways of

Knowing and Saskatchewan Literacy Benchmarks. Prior to the Scoring Session SALN’s

26 | P a g e

ALIAT USER GUIDE

Executive Director, Carol Vandale and ALIAT Project Coordinator and Consultant Dr.

Janice Acoose met with Ministry of Advanced Education/Management Team’s Cheryl

Bashutski to review Scoring Session methodology, Indigenous Ways of Knowing, and

Saskatchewan Literacy Benchmarks.

SALN, staff, partners, and stakeholders envision ALIAT empowering and

engaging First Nations and Metis learners struggling

with low-level literacy issues.

27 | P a g e

ALIAT USER GUIDE

REFERENCES

i The Seven Fires: Teachings of the Bear Clan. As recounted by Dan Musqua. Muskoday First Nation: Many Worlds P., 2001. Print.

Aboriginal Literacy Intake Assessment Tool (ALIAT) for Levels … · 2019. 1. 3. · 1 | P a g e...

Documents

Transcript of Aboriginal Literacy Intake Assessment Tool (ALIAT) for Levels … · 2019. 1. 3. · 1 | P a g e...