Needs Assessment and Learner Self-Evaluation

The assessment of literacy needs from the learner's perspective is an important part of an instructional program. Learners come to adult English as a Second Language programs for diverse reasons. Although they may say they just want to "learn English," they frequently have very specific learning goals and needs; for example, to be able to read to their children, speak with their children's teachers, get a job, or become a U.S. citizen. If their needs are not met, they are more likely to drop out than to voice their dissatisfaction. Therefore, using informal, self-assessment tools to gauge learner needs and goals is important. Also important, of course, is using formal assessment tools to gauge learner progress. For information about and descriptions of formal assessment instruments, see Assessing Adult English Language Learners.

The needs assessment process can be used as the basis for developing curricula and classroom practice that are responsive to learners' needs. It encompasses both what learners know and can do and what they want to learn and be able to do. Learners also need opportunities to evaluate what they have learned-to track their progress toward meeting goals they have set for themselves in learning English.

What is Needs Assessment?

Needs assessments with adult English language learners examine the following aspects from the perspective of the learner:

• English language proficiency
• Native language literacy
• Literacy contexts in which the learner lives and works
• Learner need for native language translation or aid of an interpreter
• Learner wants and needs for functioning in specified contexts
• Learner expectations from the instructional program

The needs assessment process focuses and builds on learners' accomplishments and abilities rather than deficits, allowing learners to articulate and display what they already know (Holt & Van Duzer, 2000). It is a continual process and takes place throughout the instructional program. The process can influence student placement, materials selection, curriculum design, and instructional practice (TESOL, 2003). At the beginning of the program, needs assessment might be used to determine course content, while during the program, it assures that learner goals and program goals are being met and allows for necessary program changes. At the end of the program, needs assessment can be used for planning future directions for the learners and the program (Marshall, 2002). These same tools also may be used as a way to measure progress at the end of the year. However, for reporting outcomes to funders and external stakeholders, standardized assessments must be used. See English Language Assessment Instruments for Adults Learning English for an annotated list of standardized assessments of English language and literacy.