Aboriginal Literacy Intake Assessment Tool (ALIAT) for Levels One and Two USER 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. 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 Indigenous value-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
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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
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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
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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
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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. 1 | 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.
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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
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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
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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.
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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 circle the correct answers for each question.
(Instructor to read this excerpt from The Seven Fires: Teachings of the Bear Clan by Elder Dan Musqua)
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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
How did he become a B. studying training Reading watching ceremonial Elder?
What is a wascabious a ceremonial C. a storyteller a watcher a trickster [pronounced waa scap ios]? helper to carry What is the role of the Bear disseminate police and D. deliver justice spiritual Clan? knowledge warrior teachings
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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 circle 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:
Who left the message on the the daughter A. the son Eric the son Blair our mother voice mail? Barb
B. Who is coming to visit? an aunt an uncle Mooshum Koochum
Monday at Tuesday at Where and when are the Sunday at Saturday at C. the train the coffee visitors to be picked up? the airport the bus depot station shop
the Where are the visitors coming the City of the Sakimay the City of La D. Ochapawace from? Montreal Reserve Ronge Reserve
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ALIAT USER GUIDE Speaking Domain
General Instructions:
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.
3. The Learner’s answers are to be scored by using the ANSWER KEY on pages 15 - 18.
Item #1:
(page 4)
1. Listen to the information your Instructor will read about the Creation stories 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.
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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?
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ALIAT USER GUIDE Reading Domain
General Instructions: 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.
3. The Learner’s answers are to be scored by using the ANSWER KEY on pages 15 - 18.
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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.
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.
3. The Learner’s answers are to be scored by using the ANSWER KEY on pages 15 - 18. For Item #4, however, the User should use the rubric below, page 13.
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ALIAT USER GUIDE Rubric To Assess Learner’s #4 Writing Exercise
Criteria 1 2 3 4 Beginning Getting There Adequate Sufficient (Lower Level (Higher Level (Lower Level (Higher Level 1) 1) 2) 2) Details Details are not Some details Details are Relevant details given are provided provided are provided Clarity of Explanation is A basic Clear Very clear explanation lacking or not explanation is explanation is explanation is provided provided provided provided Purpose Purpose of the The purpose of Purpose of the Purpose of the note is not the note is note is clear note is clear clear or is not somewhat clear and precise evident Audience: Wording and Wording and Wording and Wording and tone and tone not tone are tone tone accurately wording appropriate to attempting to appropriate to reflects audience reach the audience intended audience audience Paragraph Paragraph Paragraph Paragraph Proper format format is not format is not format is paragraph used complete evident format is evident and complete
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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.
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.
3. The Learner’s answers are to be scored by using the ANSWER KEY on pages 15 - 18.
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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.
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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
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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
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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 level Level ____
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ALIAT USER GUIDE METHODOLOGY FOR ASSESSING LEARNER’S PLACEMENT
Category for Rationale Score Assessment 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
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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/). 20 | 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
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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: ______
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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
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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.
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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 25 | 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.
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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.
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ALIAT USER GUIDE