Skip to main content
U.S. flag
An official website of the United States government    Here's how you know
Official Government Website

Official websites use .gov
A .gov website belongs to an official government organization in the United States.

Secure Website

Secure .gov websites use HTTPS
A lock ( A locked padlock ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.

Español
Multilingual Resources
U.S. Department of Homeland Security Seal, U.S. Citizenship and Immigration Services
 
Sign In  
Access USCIS online services.
  • Sign In
  • Create Account
Sign In
Create Account
  • Topics

    • Family

      • Family of Green Card Holders (Permanent Residents)
      • Family of Refugees and Asylees
      • Family of U.S. Citizens
    • Adoption

      • Before You Start
      • Immigration through Adoption
    • Military

      • Citizenship for Military Family Members
      • Naturalization Through Military Service
    • Humanitarian

      • Humanitarian Parole
      • Refugees and Asylum
      • Temporary Protected Status
    • Visit the U.S.

      • Change My Nonimmigrant Status
      • Extend Your Stay
    • Working in the United States

      • Permanent Workers
      • Temporary (Nonimmigrant) Workers
      • E-Verify
      • I-9 Central
    • Avoid Scams

      • Common Scams
      • Find Legal Services
      • Report Immigration Scams
    • Careers at USCIS

      • Career Opportunities
      • Special Hiring Programs
  • Forms

    • Most Accessed Forms

      • I-9, Employment Eligibility Verification
      • I-485, Application to Register Permanent Residence or Adjust Status
      • I-765, Application for Employment Authorization
      • I-90, Application to Replace Permanent Resident Card (Green Card)
      • N-400, Application for Naturalization
    • Family Based Forms

      • I-129F, Petition for Alien Fiancé(e)
      • I-130, Petition for Alien Relative
      • I-360, Petition for Amerasian, Widow(er), or Special Immigrant
      • I-600, Petition to Classify Orphan as an Immediate Relative
      • I-751, Petition to Remove Conditions on Residence
    • All Forms

    • File Online

    • Employment Based Forms

      • I-129, Petition for a Nonimmigrant Worker
      • I-140, Immigrant Petition for Alien Workers
      • I-526, Immigrant Petition by Standalone Investor
      • I-539, Application to Extend/Change Nonimmigrant Status
    • Humanitarian Based Forms

      • I-589, Application for Asylum and for Withholding of Removal
      • I-730, Refugee/Asylee Relative Petition
      • I-821, Application for Temporary Protected Status
  • Newsroom

    • All News

      • Alerts
      • Fact Sheets
      • News Releases
    • Media Contacts

    • Multimedia Gallery

    • Social Media Directory

    • Speeches, Statements, Testimony

  • Citizenship

    • Learners

      • Apply for Citizenship
      • Learn About Citizenship
      • Naturalization Test and Study Resources
    • Educators

      • Educational Products for Educators
      • Resources for Educational Programs
      • Teacher Training Sessions
    • Organizations

      • Outreach Tools
      • Naturalization-Related Data and Statistics
    • Grants

      • Success Stories from Grant Recipients
  • Green Card

    • Green Card Processes and Procedures

      • Adjustment of Status
      • After We Grant Your Green Card
      • Employment Authorization Document
      • Visa Availability and Priority Dates
    • Green Card Eligibility Categories

    • How to Apply for a Green Card

    • Replace Your Green Card

    • While Your Green Card Application Is Pending with USCIS

  • Laws

    • Legislation

      • Immigration and Nationality Act
    • Class Action, Settlement Notices and Agreements

    • Unlawful Presence and Inadmissibility

    • Policy Manual

    • Regulations

    • Administrative Appeals

  • Tools

    • Alien Registration Requirement

    • Self-Help Tools

      • Check Case Processing Times
      • Case Status Online
      • Change of Address
      • E-Request
      • Password Resets and Technical Support
    • Website Resources

      • Archive
      • A-Z Index
      • Website Policies
    • Additional Resources

      • Explore my Options
      • Immigration and Citizenship Data
      • Multilingual Resource Center
      • USCIS Tools and Resources
  • Contact us
  • Multilingual Resources
Book outline for Adult Citizenship Education Strategies for Volunteers
  • Adult Citizenship Education Strategies for Volunteers
    • Table of Contents
    • Module 1: Understanding the Naturalization Process
    • Module 2: Learning About Who Applies for Naturalization
    • Module 3: Meeting the Educational Needs of Adult Learners
    • Module 4: Identifying the English Language Skills and Civics Knowledge for Naturalization
    • Module 5: Helping Adult Learners Prepare for the Naturalization Interview and Test
    • Module 6: Developing a Lesson Plan
    • Module 7: Assessing if Learners are Making Progress
    • Module 8: Finding Additional Materials and Resources
Breadcrumb
  1. Home
  2. Adult Citizenship Education Strategies for Volunteers

Module 7: Assessing if Learners are Making Progress

This module will provide you with basic ways to assess learner proficiency levels and how to determine if learners are making progress.

What are the different learner class levels?

Adult education programs place learners into classes based on learners’ English proficiency levels. Here are the basic types of class levels:

  • Beginner
  • Intermediate
  • Advanced

The levels can be further divided into low beginner, high beginner, low intermediate and high intermediate. Some adult education programs also have pre-literacy levels for learners who are not literate in their native language.

How are learners' English proficiency levels determined?

Adult education programs use various methods to determine learners’ English proficiency levels. Many programs have a formal placement process that uses a standardized test to assess English proficiency levels. Other programs may determine learners’ proficiency levels by gauging how learners respond to intake questions and converse with others.

Why is it important to know learners’ English proficiency levels?

A program needs to know the learner’s English proficiency level to place the learner in the appropriate class level. If the class level is too advanced, the learner may become discouraged and stop coming to class. If the level is too easy, the learner may feel their educational needs are not being met and stop coming. Therefore, it is important to know each learner’s English proficiency level for each of the four skill areas: reading, writing, speaking, and listening.

Knowing the learner’s English proficiency level is also important for the instructional staff. Teachers, tutors, and volunteers can adapt lesson plans and instruction based on each learner’s level of English proficiency in the four skill areas. This allows the learner to receive instruction at the appropriate level. Establishing a starting proficiency level also helps the instructional staff determine how much progress the learner has made at the end of the class.

Finally, learners benefit from knowing their English proficiency levels. Learners often feel that they have a limited understanding and ability to speak English. Conducting an assessment provides them with a more accurate indication of their English skills.

How do I know if learners understand the information?

It is good practice to find out what learners already know about a topic before relaying new information. One way to do this is to ask questions about the topic. You can also use a K-W-L chart. This chart divides information into three categories (What I Know, What I Want to Know, What I Learned):

Topic

  • What I Know
  • What I Want to Know
  • What I Learned

Incorporating this chart in instruction can show what learners already know about a topic, what they want to know about the topic, and later, what they learned.

Another way to determine if learners understand information is to watch their facial expressions as you communicate with them. They may not understand what you are saying if they look confused or perplexed, lean forward to hear what you say, try to read your lips, or remain quiet. 

Here are some ways to check for comprehension:

  • Conduct an activity that reviews the information presented.
  • Find a comfortable and easy way to have learners provide feedback. For example, have them say or write on a piece of paper, “I understand” or “I don’t understand” and then share their response with you.
  • Have learners repeat or paraphrase the information.

After a lesson or an activity, find a way to obtain learners’ feedback. Ask if they understand the new information, what they liked learning about it, and why.

How often should I assess learners' progress?

You should continually assess learners’ progress. There are many types of assessments you can use in your class. You can informally assess progress by asking questions, watching facial expressions, and observing the actions of learners. Some adult education programs formally implement a standardized test, such as the Best Plus and Best Literacy Test, CASAS (PDF), and TABE CLAS-E. (USCIS does not endorse a specific standardized test for adult education.) Additionally, your program may administer an informal assessment at the end of each lesson or a test at the end of the session to assess whether learners have mastered the material.

Since you are preparing learners for the naturalization interview and test, you can assess progress by conducting a mock interview and administering a naturalization test you create from the 100 civics questions  and English reading and writing  vocabulary words.

Why is it important to gauge learners' progress?

Gauging a learner’s progress is important for everyone. Programs want to ensure that learners are making progress and meeting their educational goals. Instructional staff want to see learners advance since it reflects on their ability to teach. Learners want to feel that they are spending their time wisely. With many demands on their lives—jobs, families, and other responsibilities—learners who see their progress may be more motivated to stay with the program. 

Summary

This module was designed to provide you with information on class levels, learner English proficiency levels, and assessments. Remember to incorporate ways to assess learners’ understanding and progress. Show learners their progress so they feel the time they are dedicating to education is worthwhile.

Other Resources
  • Center for Applied Linguistics English Language and Literacy for Adults

Content...

Content...

Content...

Content...

Page sub tree links
Last Reviewed/Updated: 05/30/2020
Previous
Next
Was this page helpful?
0 / 2000
To protect your privacy, please do not include any personal information in your feedback. Review our Privacy Policy.
Return to top
  • Topics
  • Forms
  • Newsroom
  • Citizenship
  • Green Card
  • Laws
  • Tools
U.S. Department of Homeland Security Seal, U.S. Citizenship and Immigration Services
Facebook
X, formerly known as Twitter
YouTube
Instagram
LinkedIn
Email
Contact USCIS
U.S. Department of Homeland Security Seal
Agency description

USCIS.gov

An official website of the U.S. Department of Homeland Security

Important links
  • About USCIS
  • Accessibility
  • Budget and Performance
  • DHS Components
  • Freedom of Information Act
  • No FEAR Act Data
  • Privacy and Legal Disclaimers
  • Site Map
  • Office of the Inspector General
  • The White House
  • USA.gov
Looking for U.S. government information and services?
Visit USA.gov