Using OALCF Milestones and Culminating Tasks with CAEC learners

EOIS-CaMS reporting and what it means for CAEC candidates

Goal path selection

Learners are categorized into one of five goals paths in EOIS-CaMS. However, CAEC or secondary equivalency isn't one of the available choices. The closely aligned categories, secondary credit and post-secondary goals — both of which support academic learning at the secondary level similar to the CAEC — can't be used. Instead, you'll have to use employment or apprenticeship for reporting purposes. 

Expected outcome level and an intake Milestone test

An "expected outcome" level (i.e. OALCF Level 1, 2 or 3) must be indicated in EOIS-CaMS. The decision is based on an OALCF Milestone completed during intake. However, it's difficult to select a Milestone and assign a level that accurately reflects a learner’s actual ability because there's no shared or consistent interpretation of the levels.

• The OALCF levels are used only to organize the Milestones and aren't aligned with other frameworks. For example, there are no formal definitions or shared understandings that explain how Levels 1, 2, and 3 relate to K–12 grade levels.

• The Milestone levels are inconsistent. The average reading difficulty of Level 2 "read continuous text" Milestones is grade which is higher than Level 3 Milestones with an avaerage difficulty at grade 12.5; math Milestones can vary widely in difficulty within a single level.

• Level 2 and Level 3 "read continuous text" Milestones have difficulty score beyond the secondary level (i.e. grades 13 and 12.5).

• "Read continuous text" Milestones across all three levels fall within a narrow difficulty range, roughly grades 10 to 13. A learner must read at a grade 10 level to complete Level 1 "read continuous text" Milestones. 

• Writing-related Milestones at Level 3 are less demanding than the expectations of the CAEC. They don't require the integration of evidence to support claims, which is a key component of CAEC writing tasks.

• Math-related Milestones also lack the breadth and depth of mathematical knowledge and problem-solving required by the CAEC.

• Technology-related Milestones are generally more predictable and easier to manage. However, they're interpreted inconsistently by the funder’s compliance officials (employment training consultants) and might not always be accepted as a basis for determining expected outcomes.

Given these inconsistencies and the numerous test design differences, decisions about Milestones and Culminating Tasks can't be based on ability. They must be based on minimizing learning barriers.

Milestone selection recommendations to minimize barriers

Most CAEC candidates, similar to GED® test-takers, will likely need targeted preparation for the CAEC math and writing tests. These subjects require skills, techniques and knowledge that can diminish without regular practise. Level 3 Milestones could be used for CAEC learners if they have demonstrated foundational abilities, since OALCF Level 3 writing and math Milestones are less rigorous than CAEC requirements. However, careful selection of Milestones is required to avoid introducing learning barriers. 

What are some additional differences between the CAEC math test and OALCF math Milestones?

• OALCF math Milestones (e.g., "understand and use numbers") focus on everyday math scenarios and calculator-supported calculations.

• CAEC math, by contrast, covers a broader and deeper range of secondary-level mathematics, including mental math with whole numbers, fractions, decimals, and percentages.

• OALCF writing Milestones (e.g., "write continuous text" and "complete and create documents") emphasize everyday writing tasks.

• CAEC writing focuses on a single, specific format: a persuasive letter.

Mathematics

We identified four Level 3 math Milestones that could be used without introducing additional barriers: 

1. MS-47 — Refer to a recipe and floor plan to make measurement-based calculations and conversions

2. MS-221 — Refer to three tables describing medication dosages to make weight-based calculations and conversions

3. MS-222 — Refer to a three dimensional plan for a wooden table to make imperial and metric conversions and calculations for materials

4. MS-52 — Refer to two tables and a bar graph describing earnings to calculate median and mean and make calculations using percentages 

5. MS-53 — Refer to Statistics Canada tables to make calculations using percentages, interpret the tables and graphs and plot a line on a graph (use with caution if learner is comfortable reading and interpreting more complex sources.

These Milestones address general topics related to adult life, work and learning, include sources that could be included in the CAEC test (i.e. tables, graphs, floor plan and 3-D plan).  

Note: While completing the analysis, we found a range of difficulty within the six Level 3 Milestones that we reviewed. This was often due to the difficulty of the sources to read and interpret. More analysis should be completed to fully evaluate the discrepancies of all math Milestones within a level and across the levels. 

More information about the analysis is available below.

Writing

We identified two Level 3 writing Milestones—MS-24 and MS-25—that could be used. These Milestones focus on extended composition (continuous text) rather than filling out forms or documents. They require test-takers to compose two to three paragraphs on general topics related to adult life, work and learning. Specifically, MS-24 and MS-25 ask test-takers to write a formal, persuasive letter expressing concerns and proposing solutions, somewhat similar to the CAEC test.  However, the two Milestones have limitations:

• Responses are handwritten, not composed online.

• They lack complex scenarios that require reading, interpretation and integration.

• They don't require evidence-based support for claims.

• They have less rigorous expectations for constructing persuasive arguments compared to CAEC standards.

Technology

There is limited alignment between the OALCF "use digital technology" Milestones and the digital skills, strategies, and knowledge required by CAEC. The primary distinction is that CAEC demands in-depth proficiency within a single platform; whereas the Milestones assess broader, more superficial abilities across multiple tools and applications. For example, at Level 2, most technology Milestones evaluate specific, narrow functions such as copying an image into a document, accessing a link to complete a survey and using basic email components.

Level 3 technology Milestones are not well-suited for CAEC preparation and may introduce unnecessary challenges. Two of these Milestones integrate digital skills with reading, writing and communication tasks. For example, using a range of software features to present information or conducting research and creating a PowerPoint presentation. Another requires enrollment in an online course, which might not be applicable to all CAEC students.

The following Level 1 and Level 2 technology Milestones could be used without introducing learning barriers:

1. MS-54 — Log into a user account on a computer

2. MS-223 — Use apps or features on an smartphone, tablet or computer

3. MS-55 — Conduct an internet search.

Goal completion and OALCF Culminating Tasks

A Culminating Task must be completed to demonstrate “goal completion.” But none of the employment and apprenticeship tests are aligned with the CAEC requirements. The Culminating Tasks differ from the CAEC to the same extent as the OALCF Milestones. 

However, to comply with mandated reporting, you'll have to make a compromising choice. Ensure your choice doesn't introduce learning barriers such as unique topics, difficult or lengthy texts to read and complex test design elements.  

We examined the 37 employment-related Culminating Tasks to determine if any could work. Our focus was on the general hiring topics rather than specific jobs. 

We didn't examine the 27 apprenticeship tests since they address specific trades.