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Student analytics and longitudinal evaluation of language programs
|Title:||Student analytics and longitudinal evaluation of language programs|
|Date Issued:||01 Jan 2014|
|Publisher:||Heinle Cengage Learning|
|Citation:||Ecke, P. & Ganz, A. (2014). Student analytics and longitudinal evaluation of language programs. The American Association of University Supervisors, Coordinators and Directors of Foreign Languages Programs (AAUSC), 62-82. http://hdl.handle.net/102015/69734|
|Abstract:||This chapter provides strategies and examples of how program administrators|
can monitor various important indicators and utilize technological tools and
resources for the collection and analysis of program-relevant data. The chapter
identifies and addresses four challenges of language program evaluation: (1) the
long-term tracking, monitoring, and interpretation of student enrollments, taking
into account both internal (departmental and institutional) and external (regional and national) data; (2) the identification of potential issues of the program and
subsequent intervention; (3) the establishment of student profiles relevant for
program planning and design; and (4) the tracking of individual students’ success
and special achievements in their career paths. The chapter makes a case for the
use of internal student surveys, complemented by internal and external data, as
essential components of a continuous, internally driven program evaluation that
may be useful for periodic academic program reviews.
|Appears in Collections:||
2014 INNOVATION AND ACCOUNTABILITY IN LANGUAGE PROGRAM EVALUATION|
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