The CAEC tests and OALCF tests (i.e. Milestones and Culminating Tasks), like all testing systems, are distinct. Each set of tests follows separate test design principles and methods. They require test-takers to demonstrate different knowledge, skills and test-taking strategies. The table on the right outlines these differences.
Since the two systems operate independently, the OALCF framework and its accompanying Milestones and Culminating Tasks can't be used to provide sufficient instructional guidance for preparing learners to take the CAEC tests. Educators must therefore use CAEC-aligned materials to assess readiness and support test preparation. Furthermore, OALCF Milestones cannot provide meaningful feedback to learners, educators or policymakers about learner progress toward CAEC readiness.
However, you'll need to fulfill mandated reporting requirements. We have some tips and advice to help you do that without introducing additional learning barriers.
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.
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, and they aren't aligned with the CAEC.
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. For example, the average reading difficulty of Level 2 Milestones is higher than that of Level 3, and math Milestones can vary widely in difficulty within a single level.
Reading-related Milestones across all three levels fall within a narrow difficulty range, roughly grades 10 to 13. In practise, this means that a learner must read at approximately a grade 10 level to complete Level 1 reading 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 team and may 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.
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 practice. 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.
Guidance on appropriate choices is below.
Mathematics
We identified four Level 3 math Milestones that align with some CAEC requirements and one that could be used with support. They are
MS-47 — Refer to a recipe and floor plan to make measurement-based calculations and conversions
MS-221 — Refer to three tables describing medication dosages to make weight-based calculations and conversions
MS-222 — Refer to a three dimensional plan for a wooden table to make imperial and metric conversions and calculations for materials
MS-52 — Refer to two tables and a bar graph describing earnings to calculate median and mean and make calculations using percentages and
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). In general, avoid Milestones that require test-takers to create their response (e.g. create a budget, plan a dinner or create a multi-phase schedule).
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 here:
Writing
We identified two Level 3 writing Milestones—MS-24 and MS-25—that align with some CAEC requirements. 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.
While these Milestones are somewhat aligned to the CAEC writing test, they have some 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.
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 or might not be applicable to all CAEC students.
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
Using basic email components
These tasks do not align with CAEC requirements.
The following Level 1 and Level 2 technology Milestones could be used without introducing learning barriers:
MS-54 — Log into a user account on a computer
MS-223 — Use apps or features on an smartphone, tablet or computer
MS-55 — Conduct an internet search.
We identified several fundamental issues with reading-related Milestones. The most significant concern is the excessive difficulty level of "read continuous text" Milestones:
The average difficulty of Level 1 "read continuous text" Milestones is grade 10.
The average difficulty of the Level 2 reading Milestones is grade 13, equivalent to post-secondary reading.
The average difficulty of Level 3 Milestones is grade 12.5, slightly lower than Level 2 and also equivalent to a post-secondary level.
Level 2 and Level 3 "read continuous text" Milestones are simply too difficult for adult learners working at a secondary level. Level 1, 2 and 3 Milestones cover a very narrow difficulty range (grades 10–13) and aren't designed to demonstrate progress and the development of reading abilities.
Additional inconsistencies exist across all levels:
The number of sources and question sets varies: some Milestones include one source and one set of questions, while others include two sources and two sets.
Milestones with two sources may or may not address the same topic.
Milestones with two sources can have significant difficulty discrepancies (e.g., grade 8 vs. grade 12).
Some reading-related Milestones include math calculations.
Topics range from general learning or everyday activities (e.g., class schedules, emailing an instructor, moving services, medication labels) to highly specific content requiring defined knowledge (e.g., material handler jobs, college accounting courses, university reading lists, unions in Canada).
Level 3 Milestones vary in length: one with two sources is under 500 words, another with one source exceeds 1,000 words, and a third requires reading 10 textbook pages.
Given these difficulty levels and inconsistencies, the Milestones lack reliability as a standardized assessment tool.
If you do need to use a reading-related Milestone, we recommend the following two Level 2 Milestones:
MS-206 — Milton adult learning class schedule
MS-202 — Milton technology use policy.
Both Milestones avoid the many issues identified, reflect reading and knowledge that could be encountered in an adult learning program and avoid introducing additional learning barriers.
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.
Only one OALCF Culminating Task could be used without introducing unnecessary barriers: Soft skills in the workplace.
The test task is focused on reading, has a predictable set of test questions and uses texts with a readability score at the secondary level.
Four other test tasks could be used with caution and additional support. Four remaining test tasks are not recommended for use, primarily due to overly difficult reading at the post-secondary or higher levels and/or overly complex test design.
The high school equivalency Culminating Task was created specifically for the GED®. Even in that context, it is a weak Culminating Task because it didn't include any social studies or science content. It's even less relevant in the context of the CAEC for the following reasons.
It's paper-based.
It relies on multiple-choice questions.
One of three reading sources is longer (929 words) and more difficult (Grade 13 readability) than sources used in CAEC reading.
The content, cheating online during the pandemic, is outdated.
The moralizing tone of all three reading sources (the lengthy article, a table and bar graph) is demotivating.
The writing task is simpler than the CAEC and doesn't require constructing an argument supported by evidence
The mathematics portion addresses too few skills to be useful.
Because this Culminating Task is largely unrelated to the knowledge, skills, and strategies needed to complete the CAEC—and includes reading that is overly long, difficult and potentially demotivating—it may introduce additional barriers and should not be used. The test-taker could be unecessaritly confused thinking this test is able to provide useful information about readiness for the CAEC. It doesn't. Actual goal completion and readiness for the CAEC tests are demonstrated by performing well on CAEC sample tests, not completing an OALCF Culminating Task.