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