Language Program Evaluation: Theory and Practice
Although much has been written about the testing and evaluation of language students, few books have dealt with the much broader issue of measuring the success of language programs. Filling a critical gap in the literature of applied linguistics, Language Program Evaluation provides teachers, researchers, and administrators with a complete introduction to both qualitative and quantitative approaches to evaluating the effectiveness of their programs. Through a careful blend of theory, research, and practice, the author presents a testing model that is specifically tailored to the concerns of language education programs and which can be adapted to different contexts and updated as teaching and learning situations evolve. He proposes a shift from purely quantitative studies which consider only end-of-program achievement gains to ones that include an investigation of program process using qualitative, naturalistic methods.
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Quantitative data gathering and analysis
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ability ANCOVA applied linguistics approach assigned attempt audience and goals audio-lingual audio-lingual method Beretta chi-square classroom comparison group compatibilist concerning conclusions control group counts as evidence Criterion-referenced tests critical critical theory curriculum data gathering developed effect English ESLPE eval evaluation audience evaluation findings example experience experimental external validity focus gram grammar Guba and Lincoln instruction interaction interpretation issues language education programs language program language teaching Lynch measure methods mixed strategy multiple naturalistic design naturalistic evaluation naturalistic perspective naturalistic research Norm-referenced tests OS/MVS paradigm participant observation positivistic and naturalistic positivistic paradigm positivistic perspective postpositivism posttest presented pretest program evaluation program group qualitative data quantitative questionnaires questions reading refers REST project evaluation sampling second language setting skills statistical statistical conclusion validity structured student achievement T/Rs teacher/researchers teachers techniques threats tion traditional treatment triangulation typology uation UCLA UdeG variable versus