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by Sarah Elaine Eaton, Ph.D.

My recently published research investigates the links between formal, non-formal and informal learning and the differences between them. In particular, I aim to link these notions of learning to literacy and essential skills, as well as the learning of second languages in Canada. I also discuss tools for assessing language literacy.
The philosophical underpinnings of this research are:

• There is value in learning of all kinds.
•  Learning is a lifelong endeavour.
•  An interdisciplinary approach is valuable.

Learning can be organized into three categories:

Formal learning This type of learning is intentional, organized and structured. Formal learning is usually arranged by institutions. Often this type of learning is guided by a curriculum or a formal program.

Non-formal learning This type of learning may or may not be intentional or arranged by an institution, but is usually organized in some way, even if it is loosely organized. There are no formal credits granted in non-formal learning situations.

Informal learning This type of learning is never organized. Rather than being guided by a rigid curriculum, it is often experiential and spontaneous

These categories are based on Organisation for Economic Co-operation and Development / Organisation de Coopération et de Développement Economiques (OECD),(n.d.; Werquin, 2007). My report provides examples of literacy and essential skills, as well as second and other languages, for each of the categories.
I also explore examples of systems that value different types of learning using asset-based approaches. Attitudes are changing so that more informal ways of learning are being acknowledged and valued. This is especially relevant to literacy.

Human Resources and Skills Development Canada (HRSDC), the branch of the federal government that deals with employment skills and learning, has defined literacy as:

• Reading text
• Document use
• Numeracy
• Writing
• Oral communication
• Working with others
• Continuous learning
• Thinking skills
• Computer use

HRSDC takes the approach that there are different levels of complexity for each skill and has developed a set of tools for learners, literacy practitioners and employers (available at https://www.canada.ca/en/employment-social-development/programs/essential-skills.html).

• Learners can access self-assessment tools that will help them understand their competence levels.
• Practitioners can access tools that will help them conduct literacy assessments.
• Employers can access a “Workplace Survey”, which will help them examine the literacy and essential skills of their organization.

At the international level, the Common European Framework of Reference for Languages (CRFR) assesses competence of second and other languages. Interest in this framework and its application is growing in Canada.

Sarah Eaton holds a Ph.D. in Educational Leadership.  She is an author, researcher, consultant and speaker in the educational and non-profit sectors. A full copy of her report is available at:European Association of Education for Adults: http://www.eaea.org

Bibliography

Human Resources and Skills Development Canada. (n.d.). Essential Skills.   Retrieved January 10, 2010, from https://www.canada.ca/en/employment-social-development/programs/essential-skills.html

Organisation for Economic Co-operation and Development / Organisation de Coopération et de Développement Economiques (OECD). (n.d.). Recognition of Non-formal and Informal Learning – Home. fromhttp://www.oecd.org/document/25/0,3343,en_2649_39263238_37136921_1_1_1_1,00.html

Werquin, P. (2007). Terms, Concepts and Models for Analyzing the Value of Recognition Programmes: RNFIL- Third Meeting of National Representatives and International Organisations. Retrieved fromhttp://www.oecd.org/dataoecd/33/58/41834711.pdf

by Daphné Blouin Carbonneau

Although there is high demand in the Canadian workforce for the skills and knowledge that immigrants have to offer, they continue to face significant challenges in accessing employment. With immigration accounting for a higher-than-ever percentage of labour force growth, career counsellors and career development professionals need to have access to resources to help this clientele find employment in their field of expertise.

by Lisa Trudel

If you are a Career Counsellor working with unemployed or employed clients, it is possible that you are assisting people who are looking for work as Administrative Professionals or who want to improve skills in order to shift into the administrative field.

by Judith Thomas

There are many testing tools and employment counselling tools that can be used with your clientele. I have selected a few of my preferences that harvest excellent results with clients.

by Jennifer Mackey

Have you ever heard a client remark that a counsellor once told them they should be X? Such a remark is invariably the result of poor interpretive practices.
Clients look to us for concrete answers about what they should do. It is our responsibility to help them explore options, not tell them what they should do. Remembering the following best practices in assessment interpretation will help us fulfill that responsibility

Consider Contexts

The context of both the client and the assessment tool are important to consider throughout the interpretive process.

In terms of the client’s context, considering their goals, barriers, and action plans is critical. Interpretations for a client with a goal of returning to school, for example, would focus on the match between measures and career options. Interpretations would be further modified by the client’s preferences around duration or location of training and any presenting barriers such as childcare or transportation.

In terms of the assessment tool’s context, considering its objective is necessary. For instance, an assessment tool with an objective of measuring abilities is not to be confused with one measuring aptitudes since the former are demonstrated and the latter are inherent. Be sure to clearly inform the client on exactly what is being measured

Account for Modifying Variables

Modifying variables play a role in interpretive accuracy and need to be accounted for. How carefully were administrative procedures followed? To what extent were environmental factors such as lighting, heating and noise controlled? Does the client experience test anxiety, language or disability issues? Since text anxiety is a common issue, having a conversation with the client around their assessment experience ahead of interpretation is critical. If modifying variables were not tightly controlled, a retest may be warranted. Even if the assessment conditions were fair, retests can supply valuable comparative data.

Employ Appropriate Interpretive Strategies

There are two main strategies to employ when interpreting standardized assessments.

The first is normative interpretation and involves comparing the client’s results to others’ results. This strategy is particularly useful when interpreting achievement-focused assessments, such as the CAAT. The second is ipsative interpretation and involves comparing the client’s results to their other results. This strategy works well when dealing with interest- and personality-based tools.

Either or both strategies may be used in a given interpretation depending on the discretion of the interpreter and the types and number of assessments completed.

Emphasize Positives

Strong counselling skills are needed when interpreting assessment results, including active listening, concreteness, questioning and summarizing.

Of special importance is the skill of positive asset identification. It is suggested that interpretation begin and end with a discussion of the client’s strengths and that areas for improvement be sandwiched in between. Rather than emphasize where the client can improve, reframe and highlight how the client’s assets can contribute to their goal-achievement. In some cases, shielding the client from assessment data is necessary in order to keep the session centred on exploring positives.

Compare Standardized and Non-Standardized Results

Ideally, the client will have shared their story ahead of assessment. Assessment results serve to complement the client’s narrative.

Whether a narrative approach has been taken or not, a comprehensive interpretation would involve an exploration of the client’s thoughts and feelings about their assessment results. How does the client think they relate to their goals? Were there any surprises?

If there are discrepancies between the assessment results and the client’s narrative, these need to be discussed. For example, if a client indicates their immediate goal to be completion of a college-level program and assessment results point to a Grade 8 achievement level, it would be helpful to give the client feedback on realistic pathways to accomplish their goal.

Remember that Assessments are Tools

Perhaps most importantly, always remember that assessments are tools. Avoid attaching labels to clients, as this can lead to clients feeling trapped. Patiently guide clients in making connections between their assessment results and career options. Collaborate with them in weaving what’s meaningful from their assessment results into the tapestry of their narrative.

Jennifer Mackey is an empowering career counsellor, training and development specialist, and human resources generalist and can be contacted at jennifermackey@live.ca.

by Saman Warnasuriya

The Purpose of Assessment

Assessments help young people make meaningful decisions about education, training and employment.