Accountability in Educational Reform Programs through Instrumentation Analyses and Design Variation: Evaluating Cognitive Growth in Illinois Bilingual Programs, 1972-73.

Autor/inn/en	Seelye, H. Ned; Balasubramonian, K.
Titel	Accountability in Educational Reform Programs through Instrumentation Analyses and Design Variation: Evaluating Cognitive Growth in Illinois Bilingual Programs, 1972-73.
Quelle	(1973), (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Accountability; Bilingual Education; Bilingualism; Cognitive Measurement; Educational Objectives; Elementary Education; Evaluation Criteria; Evaluation Methods; Evaluation Needs; Measurement Instruments; Program Design; Program Evaluation; Spanish Speaking; State Aid; Student Evaluation; Illinois + Suchen Sie Ihr Suchwort? Verantwortung; Bilingual teaching; Bilingualer Unterricht; Bilingualismus; Educational objective; Bildungsziel; Erziehungsziel; Elementarunterricht; Programme design; Programmaufbau; Programmplanung; Programme evaluation; Programmevaluation; Schulnote; Studentische Bewertung
Abstract	The bilingual situation in Illinois is described briefly, and an outline of the instructional objectives of local bilingual programs is given. The programs are to be: (1) measurable and oriented toward the end-of-year-product, and (2) organized within the guidelines for state-funded bilingual programs. The main part of the report describes the design of the procedures set up to evaluate these programs based on the following recommendations from the Office of the Superintendent of Public Instruction: (1) prior to implementing a bilingual program in a community a sociolinguistic survey should be conducted there; (2) priority should be given to early childhood programs, preferably pre-school and kindergarten; (3) 'standardized' instruments, rather than criterion-referenced tests should be selected as measurement tools; and (4) insofar as possible, a true experimental evaluation design should be employed, with randomly assigned treatment and control groups. The aim was to select and implement the combination of designs and instruments which would most effectively give an accurate picture of local bilingual education programs. Actual evaluation findings are not reported here. Anticipated design refinements for future years are mentioned, and three tables give: (1) a description of the measuring instruments, (2) statewide evaluation designs and project sites, and (3) between-groups hypothesis. (TL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC