Evaluation of Workplace Literacy Programs: A Profile of Effective Instructional Practices

Abstract

BLOOMINGTONThis study introduces and examines a model for evaluating workplace literacy programs by assessing the impact of workplace literacy instruction in a variety of settings. The model was developed in reaction to the particular assessment difficulties associated with workplace literacy programs to address 2 questions: (a) Are learners in workplace literacy classes able to demonstrate gains between premeasures and postmeasures in areas related to literacy practices? (b) For gains to occur, how much of several instructional practices (e.g., reading/writing practice, use of workplace examples, etc.) do classes need to incorporate? The study focuses on changes in literacy practices, beliefs about personal effectiveness with literacy, reading processes, literacy abilities, and changes in educational plans. Programs were most effective at improving learner literacy performance, literacy strategies and processes, and beliefs and plans related to literacy. Analysis of gains in relation to course characteristics allowed the development of a data-driven profile of thresholds for effective program practices. This profile provides evidence that gains are linked to an environment intense with the literacy practice, some use of workplace reading and writing materials, and providing discussion and feedback.

Facilitating Student Learning Through Contextualization

“…Furthermore, contextualization is an important component of learning communities involving developmental education and college English courses (Fallon, Lahar, & Susman, 2009;Tai & Rochford, 2007;Weiss et al, 2010) as well as workplace literacy (Mikulecky & Lloyd, 1997). Regardless of the term used, all of these applications center on the practice of systematically connecting basic skills instruction to a specific content that is meaningful and useful to students.…”

Does Basic Skills Education Affect Adults' Literacy Proficiencies and Reading Practices?

“…Nor does mere participation indicate that the individual's basic skills improved even though a diploma (e.g., GED) may have been earned as a result. Further complicating the problem of low, irregular, and incomplete participation is the fact that many basic skills programs are piecemeal, of brief duration (e.g., workplace literacy programs, Mikulecky & Lloyd, 1997), and vary widely in the quality of the instruction that is delivered, as there are no minimum standards for teacher training or certification in wide use (Pelavin Associates, 1991;Shanahan, Meehan, & Mogge, 1994). Despite these problems and issues, studies show that people do obtain tangible outcomes as a result of their participation, such as acquiring information (e.g., learning about health or nutrition), earning a GED, or increasing their selfesteem (Darkenwald & Valentine, 1985;Fitzsimmons, 1991;Malicky & Norman, 1996;Ziegahn, 1992).…”

“…Research findings regarding improvements in adults' literacy skills and practices following enrollment in basic skills programs are inconclusive. Mikulecky and Lloyd (1997), for example, conducted an extensive evaluation of six workplace literacy programs in diverse sites: three manufacturing plants, a hospital, an insurance company, and a women's prison. Across these sites, employees took different kinds of basic skills classes, ranging from technical preparation (automobile manufacturer) and report writing (prison) classes to computerbased writing (hospital) and GED and basic reading and writing courses (other manufacturers).…”

“…Generally, literacy instruction provides opportunities for adults to practice their literacy skills both in and out of class. Studies examining the effects of literacy instruction on the development of adults' reading practices are rare, however (but see Mikulecky & Lloyd, 1997). A number of studies have investigated the effects of various schoolwide reading programs or classroom-based instructional practices on school-aged children's in-and out-of-school reading behaviors (Pearson & Fielding, 1991).…”

“…Due to greater demands for literacy in the workplace and increased competition for jobs, adults with poor or insufficient educational preparation are enrolling in adult basic skills education programs in increasing numbers (Veum, 1993). Although the past decade has seen an increase in efforts directed at evaluating basic skills programs (Mikulecky & Lloyd, 1997;Sticht, 1988-89), there is little persuasive evidence available regarding learning outcomes (i.e., increased literacy proficiencies and reading practices) among participants in these programs. Assessments of student outcomes tend to be based upon either students' test scores (e.g., Test of Adult Basic Education {TABE}, Fitzgerald & Young, 1997), passing the General Educational Development Test (GED) for high school equivalency, or students' and instructors' testimonials regarding improvements in students' functional literacy skills (Dillon-Black, 1998;Thistlethwaite, 1991).…”