Welcome! This project is funded by the Ministry of Training, Colleges and Universities
This project was funded by Employment Ontario Hosted by Literacy Northwest Project Coordinators ◦ Wendy Olson ◦ Sandra Altenburg Other Project Partners CA-OALCF Goal Paths Overview t 2014 2
Explanation and Description of all resources and tools; sample Assessment Strategy, and tracking tools Independence Goal Path Resource Employment Goal Path Resource Secondary School Credit Goal Path Resource Post-Secondary Goal Path Resource Apprenticeship Goal Path Resource CA-OALCF Goal Paths Overview 2014 3
1. Project Overview Background and rational to the resource Project Activities/Products 2. Introduction Common Assessment Strategy Task-Based Assessment, Milestone and Culminating Task Tracking Sheet Blank Task Template CA-OALCF Goal Paths Overview 2014 4
3. Overview of the Goal Path Resources 4. NEW : Reading Rubrics 5. Hands-on Activities 6. Post Evaluation/Discussion/Questions 5 CA-OALCF Goal Paths Overview 2014
Task – to undertake consultation and research with Anglophone and Francophone LBS practitioners To develop assessment resource packages for each of the five OALCF goal paths, which includes a strategy for assessment components, (initial, ongoing and exit) CA-OALCF Goal Paths Overview 2014 6
Project Advisory Committee Representation from community based, school board and college based Four of the PAC members also piloted the resource CA-OALCF Goal Paths Overview 2014 7
LNW LBS Practitioner survey – Sept. 2013 118 responses from 11 regional network areas across the four delivery streams 94% of the 118 felt their program would benefit from an assessment resource that was aligned to the OALCF and specific to each goal path CA-OALCF Goal Paths Overview 2014 8
A review of current goal path specific resources: Included MTCU OALCF Selected Tools Quill’s Collective List of Assessment Tools Literacy’s Northwest’s Apprenticeship Resource Guide Other goal-path specific assessment tools CA-OALCF Goal Paths Overview 2014 9
13 Pilot Sites across the province 4 College-based – Anglophone 3 Community-Based – Anglophone 2 Community-Based – Francophone 2 Community-Based – Native 1 School Board (Anglophone & Francophone) CA-OALCF Goal Paths Overview 2014 10
Fair Assessment Principles are the foundation to assessment and are used to inform decisions ensure a fair and equitable assessment of all learners for OALCF purposes, LBS agencies CA-OALCF Goal Paths Overview 2014 11
This tool aligns with the OALCF by including principles which match MTCU’s Fair Assessment Principles task-based assessment for all five goal paths activities which are aligned to the OALCF and build readiness for milestone completion CA-OALCF Goal Paths Overview 2014 12
This tool aligns with the OALCF by including activities, language and tools which are clear and appropriate for all the 3 levels approaches to assessment practices which are consistent tools which are consistent and user friendly CA-OALCF Goal Paths Overview 2014 13
Site Compliance Visit Self-Assessment Questionnaire (pg 4 & 5) “Describe the assessment strategies/tools you use with Clients and Learners to determine: eligibility, learning style, assessment, and learning activities.” The Common Assessment for the OALCF Goal Paths Resource provides agencies with a sample common assessment strategy and tools that practitioners can use to select, administer, interpret and track assessment results. CA-OALCF Goal Paths Overview 2014 14
S ite Compliance Visit Self-Assessment Questionnaire (pg 4 & 5) “Describe how your learner plans are developed and how you ensure they capture the following: goal path, assessment results and strategy to incorporate milestones, culminating task, learning activities, timelines, learner time commitment, supports, referrals. ” The Common Assessment for OALCF Goal Paths Resource Package provides agencies with task-based assessment activities that are aligned to the OALCF, tools to assist in learner plan development and tracking sheets that provide detailed progress. CA-OALCF Goal Paths Overview 2014 15
Provides the background and rationale for the project Task-Based – skills based assessment Provides a short description of each tool/resource and suggestions for possible application Organization of the resources OALCF alignment Project icons CA-OALCF Goal Paths Overview 2014 16
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Sample of a written formalized assessment strategy. Part 1 outlines what tools are used when they should be used and for what purpose how this resource can be incorporated into current practices CA-OALCF Goal Paths Overview 2014 18
Application Agencies can demonstrate capacity to select & use appropriate task-based activities Adaptable Agencies can revise strategy to fit their needs CA-OALCF Goal Paths Overview 2014 19
OALCF Common Assessment Strategy CA-OALCF Goal Paths Overview 2014 20
Provides suggestions on how to use assessment results and data reports to inform decisions regarding assessment goal path projections reporting Application Agencies can use this tool to inform practitioners, and other agency staff/members of data results CA-OALCF Goal Paths Overview 2014 21
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Practitioner tool to track and easily identify what task-based assessment has been done and/or completed Application file documentation visual reference to share with learner and MTCU ETC evidence that task-based assessment is being completed CA-OALCF Goal Paths Overview 2014 23
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Practitioners can use to develop their own tasks CA-OALCF Goal Paths Overview 2014 25
Index of Activities Key Development Skills Assessment activities for each competency, level, and task group Activity Cover Page Answer Sheet Resource List NEW Reading Rubrics CA-OALCF Goal Paths Overview 2014 26
Listing of all the activities for each Competency by task group level CA-OALCF Goal Paths Overview 2014 27
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Key Development Skills Check List Adapted from MTCU Goal Path Descriptors Aligned to the OALCF framework Application share with learner when discussing goal path requirements - Intake check off skills/tasks the learner can do/completed – Initial-Ongoing-Exit use as a tool to inform further assessment and learner plan development CA-OALCF Goal Paths Overview 2014 29
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Activity title & task group Performance descriptors Embedded skills/knowledge Additional sample tasks Practitioners Notes Task Completion Acknowledgment box Each activity includes instructions and answer sheets. Those that do not are online activities CA-OALCF Goal Paths Overview 2014 31
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Each goal path resource includes answer sheets - back of the activities colour codes to match each activity When answers are based on learner’s opinion or are subjective refer to the framework and check the performance descriptors CA-OALCF Goal Paths Overview 2014 34
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print based on- line includes pictures of what looks like where possible CA-OALCF Goal Paths Overview 2014 36
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Include: Competency and level indicator Name of the activity and corresponding page number Performance Descriptors that match with the corresponding cover sheet Embedded Skills & Knowledge required of the task CA-OALCF Goal Paths Overview 2014 38
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As an added support tool we also developed rubrics for Competency A1 Represents the end of the Level (1,2 or3) Consistency in assessing this task group Support practitioners CA-OALCF Goal Paths Overview 2014 40
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10 minute break CA-OALCF Goal Paths Overview 2014 42
Background: Don is a 32 year old, single man who came to the program as a referral from the local employment service office, Northwest Employment Works (NEW). He has worked as a shift cook at local restaurant and a taxi driver. He was recently laid off and is unable to find full-time employment. Grade 10, WHMIS CA-OALCF Goal Paths Overview 2014 43
Practitioner’s Initial Observations and Notes: For the most part, he completed the intake package on his own; Release of Information, Learning style, Learner agreement and the Participant Registration form. Don has always wanted to go to college Culinary Management Program at Confederation College. After discussing his goals and timelines, Don wanted to work toward writing the GED exam CA-OALCF Goal Paths Overview 2014 44
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