Paul Lloyd

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

This 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.

Chelsea Bank: SCANS and Workplace Knowledge.

This study examines the extent to which student groups working with the Chelsea Bank computer simulation were able to use school-to-work transition skills. Chelsea Bank is a workplace simulation for schools in which groups of students at a computer play the role of a bank teller or customer service representative, dealing with customers who appear on their screen. Data consists of videos of students working on the simulation scenarios. Results show that students using this simulation demonstrated substantial involvement with workplace skills as defined by SCANS (U.S. Department of Labors Secretarys Commission on Achieving Necessary Skills). Students were also considerably more actively engaged with learning than students in studies of traditional classrooms.