Toward a Capacity Framework for Useful Student Learning Outcomes Assessment in College Foreign Language Programs

Autor/in	Davis, John McEwan
Titel	Toward a Capacity Framework for Useful Student Learning Outcomes Assessment in College Foreign Language Programs
Quelle	In: Modern Language Journal, 100 (2016) 1, S.377-399 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0026-7902
DOI	10.1111/modl.12319
Schlagwörter	Higher Education; Second Language Instruction; Factor Analysis; Questionnaires; Language Teachers; College Faculty; Evaluation Methods; Educational Change; College Role; Financial Support; Training; Governance; Leadership; Program Content; Theories; Student Evaluation + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Fremdsprachenunterricht; Faktorenanalyse; Fragebogen; Language teacher; Sprachunterricht; Fakultät; Bildungsreform; Finanzielle Förderung; Ausbildung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Führung; Führungsposition; Programmgestaltung; Theory; Theorie; Schulnote; Studentische Bewertung
Abstract	The educational impacts of mandated assessment in U.S. colleges is part of a growing research agenda focused on how methodologies of program evaluation best enable educators to improve teaching and learning. Accordingly, research has tried to identify the key aspects of evaluation/assessment "capacity" in college language departments (i.e., environmental conditions and personnel factors) that seem most associated with meaningful reform and evaluation use. This article reports on a provisional framework of evaluation/assessment capacity for university foreign language (FL) programs. Factor analysis was performed on questionnaire data from 204 university language educators reporting on their program assessment activities. Results suggested a set of program-level and institutional capacity elements grouped into 7 categories: (a) institutional support (funding, training, expertise, etc.), (b) institutional governance and leadership, (c) facilitative infrastructures (e.g., curricular maps, assessment plans), (d) program-level support (financial, personnel resources), (e) a prevailing program ethos conducive to educational innovation, (f) pro-assessment attitudes, and (g) high-quality assessment activities and abilities (i.e., dimensions of assessment practice at advanced levels of skill and experience). The framework delineates a provisional set of theory-based, empirically supported program factors linked to assessment usefulness in postsecondary FL education and provides educators a set of guidelines to develop their assessment capabilities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01