By Paul Gruba, Mónica S. Cárdenas-Claros, Ruslan Suvorov, Katherine Rick
Advocating an argument-based technique, combined Language software evaluate offers a framework for making plans, accomplishing, and appraising evaluate of mixed language studying throughout 3 institutional degrees, and demonstrates its software and alertness in 4 case stories performed in diversified foreign contexts.
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Additional resources for Blended Language Program Evaluation
In the initial chapter of the book, Watanabe, Norris, and Gonzalez-Lloret (2009) report on the evaluation needs of US colleges and universities. They provide an overview of the entire project, and detail the analysis of interviews with 21 participating language educators. One of the main themes to emerge regarding program evaluation was the perceived impetus for conducting a project: The demands of community and the public, external and internal factors, and a desire to enhance professionalism.
We then discuss ways that Chapelle (2014) outlined a view of ‘evaluation as argument’ in her keynote address. Drawing upon this work, we present our own argument structure. To implement the approach, we explain the four stages of conducting an argument-based evaluation of blended language programs.
The assessment of individuals, including measures of psychological wellbeing or achievement, that seeks to determine whether or not a person is fit for promotion or is otherwise competent is not a goal of program evaluators either. In program evaluation, such measures may be gathered, but serve the purpose of understanding how such factors may be improved and thus give feedback on how well an intervention may be functioning. Finally, Posavac (2011) makes a clear distinction between program auditors and evaluators.