Because they are embedded in the instructional process, evaluation activities should provide information about what the adult is learning, how he or she is learning, and which instructional procedures need to be adapted or revisited. Sometimes instructional procedures simply need to be more thoroughly implemented or intensified. At the earlier stages of instruction, evaluation is as simple as regularly checking to be sure that desirable and realistic goals have been set. As instruction progresses to describing and modeling and to prompting practice and skill performance, evaluation should be embedded in all activities to determine if instructional procedures and sequences are working. The learner may not always be aware of difficulties he or she is having or how to express concerns.
Regular evaluation can determine whether the learner understands tasks and performance requirements.
This information can then be used to adjust instruction. Generalizable Instruction Generalizable instruction involves using activities before, during, and after information has been mastered both to ensure continued application of the information and to increase the learner s success outside of the literacy setting. Generalization refers to how well learners use information outside the literacy program to increase their success in life. Instruction for generalization is not something that is completed only after information has been mastered. Rather, it is the ongoing organization of activities throughout the entire instructional sequence that forecasts and ensures thinking and practice related to the goal of generalization.